Higher education in biomechanics and bioengineering, and by extension, all engineering fields, continues to innovate and evolve over time. Educators and students navigate teaching and learning of interdisciplinary topics using approaches that continue to infuse evidence-driven instruction practices, while ensuring that the modern classroom remains an equitable and accessible space. In the early 2010s, the concept of a flipped classroom emerged at the forefront of education across institutions of higher learning. The emphasis on experiential learning, and innovative instruction strategies based on pedagogy research, has since continued to grow, spawning a wide spectrum of teaching and learning strategies. In parallel, following several instances of severe racial injustice across the United States, institutions and instructors have re-evaluated instructional policies and methods with a focus on diversity, equity, and inclusion. These efforts have aimed to develop initiatives not only to ensure the accessibility and equity of courses for all students but also to educate students and instructors alike on core diversity, equity, and inclusion issues. Over the last half a decade, the global Covid-19 pandemic further compelled educators to reassess teaching methodologies, leading to creative solutions and innovations to effectively engage students in a primarily online/remote setting. Despite the resumption of in-person classes postpandemic, the concept of online teaching and learning has persisted strongly in many institutions, morphing into a modality for offering added flexibility for both students and instructors.

Across all the above-mentioned facets, technology has remained a common constant. With appropriate adoption and use, technology can enable innovative hands-on teaching/learning strategies, foster a diverse and equitable classroom, and ensure flexible balance between online and in-person content. Yet, with the advent of artificial intelligence (AI) as the next buzzword in engineering education, the question of suitable adoption and use of technology in education has found new life. The ascent of exciting new AI-based technologies can potentially revolutionize the integration of AI into education, aiding students in learning and staying abreast of current state-of-the-art in their discipline. However, AI also presents challenges, including addressing issues, such as plagiarism and inherent biases. Anticipating further developments, we expect to witness increased utilization of AI and sharing of ideas in higher education in the years to come.

This special issue of the Journal of Biomechanical Engineering comprises a selection of articles that delve into the aforementioned topics, along with mainstay education aspects related to experiential learning, outreach, and the exchange of best practices and effective teaching methods. We extend our gratitude to all contributors to this special issue for sharing their innovative ideas and insight regarding biomechanics education in the modern engineering classroom. Higher education will, and must, perpetually evolve. In response, we encourage the broader community to continually adapt and innovate in their classrooms, advancing the training of the next generation of scientists and engineers. We hope that platforms, such as this special issue collection, can provide an avenue for coalescence of ideas to support these education innovations.