Transforming Student Learning Engagement Through Generative Artificial Intelligence (GenAI)

Dear Colleagues,

The emergence of Generative Artificial Intelligence (GenAI) presents exciting new possibilities for transforming student learning engagement. As GenAI tools become more sophisticated and accessible, it is essential to explore how these technologies can promote deeper learning engagement among students with varied profiles, both in and beyond the classroom, across diverse educational settings.

For this Special Issue, we welcome contributions that draw on a range of theoretical, conceptual, empirical, and practice-based approaches. Submissions may adopt qualitative, quantitative, or mixed-methods methodologies and should critically examine the role of GenAI integration in transforming student learning engagement in and beyond the classroom.

Topics of interest include, but are not limited to, the following:

• Teachers’ cognitions and practices related to the use of GenAI to promote deeper student learning engagement;
• Reflections on integrating GenAI into curricula, including teaching and learning materials as well as teaching, feedback, and assessment practices, aimed at fostering deeper student learning engagement;
• Empirical studies and interventions that leverage GenAI to foster deeper student learning engagement;
• Students’ perceptions of the role of GenAI in their learning engagement;
• How students with varying ability levels, personality types, and other individual differences, across various educational settings, utilise GenAI tools to transform their learning engagement;
• The use of (Gen)AI tools to collect data on student learning engagement;
• The use of (Gen)AI tools to analyse student learning engagement data.

This Special Issue aims to foster critical dialogue and showcase research and practice that advance our understanding of how GenAI can meaningfully transform student learning engagement, both in and beyond the classroom, across diverse educational settings.

We look forward to receiving your valuable contributions to this Special Issue.

Dr. Muhammad Rahimi
Guest Editor

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