Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.5
2.6
Journals
Education Sciences
Special Issues
AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st...
share announcement

AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 October 2025) | Viewed by 8553

Special Issue Editors

Dr. Sergio Tirado-Olivares

E-Mail Website
Guest Editor
Geography and Spatial Planning, University of Castilla-La Mancha, 02071 Albacete, Spain
Interests: the use of technology in general; the use of techniques such as learning analytics; extended reality, and artificial intelligence for its application in educational contexts, particularly for the teaching of social sciences
Prof. Dr. César Bernal-Bravo

E-Mail Website
Guest Editor
Department of Education Sciences, Language, Culture and Arts, Rey Juan Carlos University, 28032 Madrid, Spain
Interests: educational technology; virtual reality; the metaverse increases with the academic use of AI in different learning scenarios—applied to social sciences
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The integration of artificial intelligence (AI) into educational practices represents a transformative shift in how teaching and learning are approached and this Special Issue aims to explore the multifaceted impact of AI on specific didactics, focusing on innovative methodologies that leverage AI to enhance educational outcomes. AI resources offer personalized learning experiences, adaptive assessments, and intelligent tutoring systems that adapt to the individual needs of learners, thus fostering inclusion and equity in education. AI-based tools enable new forms of classroom interaction. Furthermore, AI tools allow for the collection and analysis of valuable information about student performance and learning patterns, enabling data-driven decisions and targeted interventions. However, the popularization of AI use, particularly chatbots, has highlighted the need for training in their correct use, as improper use can lead to erroneous data, biases, and ethical abuses.

This Special Issue aims to bring together cutting-edge research on the application of AI in its broadest sense. It is expected to provide the scientific and educational community with evidence on the development of didactic sequences for teaching specific content in language, mathematics, the social sciences, and experiential learning in schools, universities, and teacher training programs. It will serve as a platform for educators, researchers, and policymakers to share knowledge, best practices, and innovative solutions that leverage AI to create more effective, engaging, and equitable educational environments, while assessing how to train students in its appropriate use.

Dr. Sergio Tirado-Olivares
Prof. Dr. César Bernal-Bravo
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • artificial intelligence
  • chatbots
  • specific didactics
  • critical thinking
  • instructional sequences
  • educational innovation

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

15 pages, 423 KB  
Article
What’s Next for Feedback in Writing Instruction? Pre-Service Teachers’ Perceptions of Assessment Practices and the Role of Generative AI
by Maria Navío-Inglés, Jesús Guzmán Mora, Paula O’Connor-Jiménez and Almudena García González
Educ. Sci. 2025, 15(11), 1534; https://doi.org/10.3390/educsci15111534 - 14 Nov 2025
Viewed by 576
Abstract
Providing effective feedback on writing remains a challenge for teachers. Among the tools and strategies being explored to address this issue is generative artificial intelligence (AI), due to its potential to deliver immediate and tailored feedback that complements teacher input. However, successful implementation [...] Read more.
Providing effective feedback on writing remains a challenge for teachers. Among the tools and strategies being explored to address this issue is generative artificial intelligence (AI), due to its potential to deliver immediate and tailored feedback that complements teacher input. However, successful implementation requires understanding the views of those likely to integrate such tools into their future teaching practice. This quasi-experimental study explores pre-service teachers’ perceptions of the inclusion of generative AI-generated feedback. A control group received teacher feedback on their writing, while an experimental group received a combination of teacher and AI-generated feedback. After the intervention, participants’ views on the feedback received and their preparedness for assessing writing were analyzed. Results reveal more positive perceptions among the experimental group, along with greater confidence in their ability to teach and assess writing. Although both groups acknowledged the need to improve their own linguistic knowledge and assessment strategies, and emphasized the importance of teacher-led feedback, participants in the experimental group also advocated for including AI tools. This highlights the need to strengthen linguistic knowledge and assessment training in teacher education, as well as the positive attitudes and openness towards generative AI among those who have experienced its potential in feedback provision. Full article
(This article belongs to the Special Issue AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills)
►▼ Show Figures

Figure 1

19 pages, 284 KB  
Article
Teachers’ Perceptions and Students’ Strategies in Using AI-Mediated Informal Digital Learning for Career ESL Writing
by Lan Thi Huong Nguyen, Hanh Dinh, Thi Bich Nguyen Dao and Ngoc Giang Tran
Educ. Sci. 2025, 15(10), 1414; https://doi.org/10.3390/educsci15101414 - 21 Oct 2025
Viewed by 2270
Abstract
This study aims to explore teachers’ perceptions and students’ strategies when integrating AI-mediated informal digital learning of English tools (AI-IDLE) into career ESL writing instruction. This case study involved six university instructors and over 300 students in an English writing course. Although AI-IDLE [...] Read more.
This study aims to explore teachers’ perceptions and students’ strategies when integrating AI-mediated informal digital learning of English tools (AI-IDLE) into career ESL writing instruction. This case study involved six university instructors and over 300 students in an English writing course. Although AI-IDLE has broadened English access beyond classrooms, existing research on writing skills often neglects students’ diverse strategies that correspond to their professional aspirations, as well as teachers’ perceptions. The data included a demographic questionnaire, think-aloud protocols for real-time assessment of cognitive processes during the task, and semi-structured interviews for teachers’ validation. Findings reveal three major student strategies: (1) explicit genre understanding, (2) student-driven selection of digital multimodal tools—such as Grammarly, ChatGPT, Canva with Magic Write, and Invideo—to integrate text with images, sound, and layout for improved rhetorical accessibility, and (3) alignment with students’ post-graduation career needs. Students’ work with these AI tools demonstrated that when they created projects aligned with professional identities and future job needs, they became more aware of how to improve their writing; however, the teachers expressed hopes and doubts about the tools’ effectiveness and authenticity of the students’ work. Suggestions to use AI-IDLE to improve writing were provided. Full article
(This article belongs to the Special Issue AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills)
21 pages, 311 KB  
Article
A Toulmin Model Analysis of Student Argumentation on Artificial Intelligence
by Mátyás Turós, Attila Zoltán Kenyeres, Georgina Balla, Emma Gazdag, Emília Szabó and Zoltán Szűts
Educ. Sci. 2025, 15(9), 1226; https://doi.org/10.3390/educsci15091226 - 16 Sep 2025
Viewed by 2579
Abstract
This study examines the structure of student argumentation on artificial intelligence (AI) within the framework of the Toulmin model. We analyzed essays on AI written by 452 Hungarian secondary school students, coding for the presence of the six Toulmin components (claim, data, warrant, [...] Read more.
This study examines the structure of student argumentation on artificial intelligence (AI) within the framework of the Toulmin model. We analyzed essays on AI written by 452 Hungarian secondary school students, coding for the presence of the six Toulmin components (claim, data, warrant, backing, qualifier, rebuttal). The results show that students frequently use fundamental argumentation components such as claim, data, and rebuttal. However, elements that provide deeper, more nuanced argumentation, such as backing and qualifiers, appear rarely. Using hierarchical cluster analysis, we identified three distinct argumentation profiles: Critical Arguers, who construct complex structures that also reflect on counterarguments; Minimal Arguers, who follow a simplified, primarily claim-based strategy; and Direct Rebutters, who employ a confrontational style of argumentation that omits the warrant but focuses on rebuttal. Based on our findings, we propose differentiated pedagogical strategies to foster the development of critical thinking in students with different argumentation styles. Full article
(This article belongs to the Special Issue AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills)
24 pages, 1016 KB  
Article
Harnessing Intelligent GISs for Educational Innovation: A Bibliometric Analysis of Real-Time Data Models
by Eloy López-Meneses, Irene-Magdalena Palomero-Ilardia, Noelia Pelícano-Piris and María-Belén Morales-Cevallos
Educ. Sci. 2025, 15(8), 976; https://doi.org/10.3390/educsci15080976 - 29 Jul 2025
Viewed by 1161
Abstract
This study explores the potential of Intelligent Geographic Information Systems (GISs) in advancing educational practices through the integration of real-time data models. The objective is to investigate how GIS technology can enhance teaching and learning by providing interactive and dynamic learning environments. The [...] Read more.
This study explores the potential of Intelligent Geographic Information Systems (GISs) in advancing educational practices through the integration of real-time data models. The objective is to investigate how GIS technology can enhance teaching and learning by providing interactive and dynamic learning environments. The research employs a bibliometric analysis based on the Scopus database, covering the period from 2000 to 2024, to identify key trends, the evolution of GIS applications in education, and their pedagogical impact. Findings reveal that GISs, particularly when incorporating real-time data, enable a more immersive learning experience, facilitate data-driven decision-making, and promote student engagement through project-based learning. However, challenges such as the lack of specialized training for educators and limitations in technological infrastructure remain significant barriers to widespread adoption. The study concludes that Intelligent GISs have the potential to transform education by fostering personalized, interdisciplinary learning and enhancing educational management. It emphasizes the need for further research aimed at developing user-friendly systems and addressing ethical concerns to ensure the benefits of GIS technology are accessible to all students. Future studies should examine the long-term effects of GISs on student outcomes and explore their integration into diverse educational contexts. Full article
(This article belongs to the Special Issue AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop