Integrating GAI into K-12 Education to Support Innovative Teaching and Learning: Reports of Evidence of Practice
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 September 2026 | Viewed by 16
Special Issue Editor
Interests: teaching and learning; leadership; preservice and inservice teacher professional development; program evaluation; multidisciplinary research; educational innovation
Special Issue Information
Dear Colleagues,
The rapidly expanding integration of generative artificial intelligence (GAI) into K-12 teaching and learning is accompanied by the growing need for evidence of the effectiveness of the technology in enhancing student learning. Research on the impact of GAI on student learning is critical in ensuring that teachers are engaging in evidence-based practices and in informing decisions when developing guidelines for practice.
The focus of this Special Issue will be on innovative uses of GAI for teaching and learning. Of particular interest is the use of GAI to improve other educational innovations such as project-based learning, problem-based learning, curriculum integration, and place-based learning. Thus, we invite proposals of empirically based research reports on the use of GAI to support education innovations in K-12 teaching and learning that other practitioners can replicate.
The research reports included in this Special Issue will discuss the use of GAI to support one or more of the following educational innovations:
- Enhancing place-based learning for students using GAI;
- Engaging students in problem-based learning that requires them to use GAI;
- Teaching an integrated curriculum that involves student engagement with GAI;
- Engaging students in project-based learning with GAI.
We welcome reports of empirical research on the topic of integrating GAI to enhance innovative educational practices as detailed above. If you are interested in submitting a research proposal for consideration for this Special Issue, please email an abstract of no more than 250 words to the Guest Editor, Louis S. Nadelson, PhD, at lnadelson1@uca.edu.
The timeline for this Special Issue is as follows:
- October 1 to December 1 2025: Call for abstracts;
- January 2026: Author will be notified of proposal acceptance (or rejection);
- May 2026: Initial research report drafts due for external review;
- July 2026: Reviews returned with requests for revisions;
- Sept 2026: Final reports submitted for publication.
Prof. Dr. Louis S. Nadelson
Guest Editor
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
- generative artificial intelligence
- educational innovation
- value added
- student centered learning
- curriculum integration
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