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: 15 October 2025 | Viewed by 409
Special Issue Editors
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
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 100 words) can be sent to the Editorial Office for announcement on this website.
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
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