It is of vital importance that the foundation of effective practice rests on strong theoretical perspectives and substantial empirical evidence. Advancing our understanding of how humans learn is therefore an integral part of constructing evidence-based approaches to skill development across diverse arenas such as schools, sports, the arts, and business. Gaining insight into the factors that shape the pathway toward expertise (i.e., high-level skill) in different domains provides a valuable window into the fundamental processes underlying human learning. Such knowledge can facilitate the dissemination of general principles that practitioners can apply to support progress in skill acquisition and knowledge building.

Furthermore, motivational factors play a crucial role in driving sustained engagement and promoting long-term development. Elements such as goal clarity, perceived competence, task enjoyment, and the experience of autonomy can significantly influence learners’ willingness to invest effort, persist through challenges, and ultimately reach higher levels of performance.

The focus of this research topic lies in multidisciplinary empirical studies that examine foundational aspects of the learning process underlying the acquisition of skill and knowledge across a variety of domains. The overarching aim is to advance principles that can be applied across diverse practice settings, including education, sports, the arts, and professional training. Motivational factors are particularly significant, as they shape learners’ engagement, persistence, and long-term developmental trajectories. Of special interest are studies that identify multidimensional influences—such as cognitive, emotional, social, and environmental factors—that play a critical role in the development of skill and knowledge. By integrating insights from multiple perspectives, this research seeks to expand our understanding of how complex skills emerge and how learning environments can be optimized to support them.

In this research topic, studies should be grounded in clear theoretical framework(s), even though these frameworks may originate from diverse psychological or educational perspectives. Contributions that combine or integrate insights from multiple domains are of particular interest, as such interdisciplinary approaches can illuminate complex mechanisms underlying learning and skill development. The following list illustrates, though does not fully encompass, relevant theoretical perspectives for this topic:

Neural Networks Theory (e.g., the theory of neuronal-group selection and Neural Darwinism)

The Theory of Deliberate Practice

Psychological theories related to Flow, Self-efficacy, Passion, Grit, Perseverance, and Growth Mindset

Theories on individual differences and differential psychology

Empirical studies (original research) are especially encouraged, as they provide essential evidence for advancing theory and informing practice. However, all article types offered by Frontiers will be considered. The inclusion of methodological innovation, cross-domain comparisons, or longitudinal designs is particularly welcomed, as these approaches can deepen our understanding of the factors that drive robust skill and knowledge acquisition.

We are mainly interested in quantitate studies, perspective papers and meta analyses.

The primary audience for this Research Topic consists of researchers and students.

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Learning, skill development and motivation