In September 2018, there was a revival of the European Psychology Learning and Teaching (EUROPLAT) conference series that took place in Salzburg, Austria. With more than 50 paper and poster presentations from all over the world, the conference was a successful sequel to EUROPLAT but also a new beginning. As Birgit Spinath had announced in PLAT 17(2), one major aim of the conference was the founding of a new society dedicated to the teaching and learning of psychology, that is the European Society for Psychology Learning and Teaching (ESPLAT). This international society is the successor of the EUROPLAT network, that had been initiated by Annie Trapp in 2007 and had hosted a series of conferences all over Europe (for the history of EUROPLAT see the ESPLAT website, www.esplat.org). Also, on the ESPLAT website, you will find the announcement of the first ESPLAT conference, that will be held in Utrecht, The Netherlands, during September 25th–27th, 2019. Make sure to be there! This special issue is the last from a EUROPLAT conference and will be followed by future ESPLAT conference special issues. With the conference focus on evidence-based improvement for learning and teaching psychology, the call for submissions for this special issue was not limited to a special field or area within psychology learning and teaching but put emphasis on the importance of evidence-based teaching that is deeply grounded in research. The relevance of evidence-based teaching and, thus, the improvement of academic practice is increasingly recognized within higher education. The combination of theoretical back-up with empirical data is a solid base in order to improve the field and is known under the label of scholarship of teaching and learning. With its solid anchoring in its empirical tradition, psychology is able to provide sound answers to many questions, not only limited to its own teaching and learning. The theme of this special issue is the same as of the EUROPLAT 2018 conference ‘‘Evidence-based Improvement for Learning and Teaching Psychology.’’ Following the tradition of the PLAT journal, all submitted papers had to undergo the rigorous double-blind peer review process separately from the conference review process.

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PLAT 17(3) 2018

2018 年 9 月，在奥地利萨尔茨堡举行的欧洲心理学学习与教学 (EUROPLAT) 系列会议再次复兴。本次会议有来自世界各地的 50 多篇论文和海报展示，是 EUROPLAT 的成功续集，也是一个新的开始。正如 Birgit Spinath 在 PLAT 17(2) 中宣布的那样，会议的一个主要目标是建立一个致力于心理学教学和学习的新学会，即欧洲心理学学习和教学学会 (ESPLAT)。该国际社会是 EUROPLAT 网络的继承者，该网络由 Annie Trapp 于 2007 年发起并在欧洲各地举办了一系列会议（有关 EUROPLAT 的历史，请参阅 ESPLAT 网站 www.esplat.org）。此外，在 ESPLAT 网站上，您会看到第一届 ESPLAT 会议的公告，该会议将于 2019 年 9 月 25 日至 27 日在荷兰乌得勒支举行。请务必到场！本期特刊是 EUROPLAT 会议的最后一期，随后将是未来的 ESPLAT 大会特刊。由于会议重点关注学与教心理学的循证改进，因此本期特刊的征集征集不仅限于心理学学与教的某个特定领域或领域，而是强调循证教学的重要性扎根于研究。高等教育中越来越认识到循证教学的相关性以及学术实践的改进。理论支持与经验数据的结合是改进该领域的坚实基础，并以教学和学习奖学金的标签而闻名。凭借其经验传统的坚实基础，心理学能够为许多问题提供合理的答案，而不仅限于其自身的教学和学习。本期特刊的主题与EUROPLAT 2018年会议“基于证据的学习和教学心理学的改进”相同。遵循PLAT期刊的传统，所有提交的论文都必须经过严格的双盲同行评审程序与会议审查程序分开。不仅限于自身的教与学。本期特刊的主题与EUROPLAT 2018年会议“基于证据的学习和教学心理学的改进”相同。遵循PLAT期刊的传统，所有提交的论文都必须经过严格的双盲同行评审程序与会议审查程序分开。不仅限于自身的教与学。本期特刊的主题与EUROPLAT 2018年会议“基于证据的学习和教学心理学的改进”相同。遵循PLAT期刊的传统，所有提交的论文都必须经过严格的双盲同行评审程序与会议审查程序分开。