Artificial Intelligence for Learning and Education

Dear Colleagues,

In the last decade, artificial intelligence (AI) has established itself as an important technology within education, not only due to its technical capabilities but also to its potential for integration into innovative pedagogical practices. Many studies have shown how intelligent tutoring systems, AI-based adaptive learning, and learning analytics facilitate the personalization of the educational process and the monitoring of student progress. More recently, the emergence of generative models and conversational agents has provided opportunities for pedagogical mediation, from automated feedback to content co-creation. However, researchers have also underscored the need to understand AI not only as a technical tool, but as a pedagogical mediator capable of transforming teaching, the role of the teacher, and the nature of educational interaction. Research suggests that true innovation lies in integrating these technologies into robust teaching approaches that promote motivation, deep learning, and educational equity.

We hope that this Special Issue will encourage researchers to explore how artificial intelligence can be integrated into pedagogy, fostering innovative methodologies, personalized learning, and new approaches to enhancing teaching and learning outcomes.

Proposed lines of research:

This Special Issue seeks contributions that explore, substantiate, and evaluate the role of AI in education from a pedagogical and critical perspective. The scope of this Special Issue includes, but is not limited to, the following topics:

• Pedagogical Integration of AI: Studies on how AI-based systems can be incorporated into constructivist, sociocultural, or collaborative learning frameworks.
• AI for Learning Personalization: Platforms that tailor instruction to individual needs, and analyses of their impact on motivation and equity.
• AI-Augmented Teaching: Research on how teachers can rely on intelligent assistants to design, assess, and reflect on their pedagogical practice.
• Human–AI Interaction: Student and teacher experiences with virtual tutors, educational chatbots, and adaptive feedback systems.
• Ethics and Pedagogical Responsibility: Reflections on bias, transparency, and teacher training for the critical use of AI in educational contexts.
• Curricular innovations: proposals that link AI with the development of critical, computational, and collaborative thinking skills at different educational levels.
• Emerging technologies and pedagogy: integration of generative AI, augmented reality, and advanced analytics as mediators of interdisciplinary STEM and humanities learning.

Expected contribution:

This Special Issue aims to contribute to the scientific research on how AI can be meaningfully integrated into pedagogy, beyond its instrumental dimension. We expect contributions to present empirical evidence, theoretical developments, and innovative experiences that enable us to move toward more personalized, inclusive, and learning-centered education, while addressing the challenges associated with the implementation of AI.

Dr. Juan Luis Cabanillas-García
Dr. María Cruz Sánchez-Gómez
Guest Editors

Manuscript Submission Information

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