Emerging Pedagogies for Integrating AI in Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 1 July 2025 | Viewed by 1136

Special Issue Editors


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Guest Editor
School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA 30144, USA
Interests: how to create effective, efficient, and engaging personalized yet collaborative learning environments enhanced by technology in various modes of learning, including face-to-face, online, and hybrid; personalized learning; instructional design; online learning; active learning spaces; and research methods in instructional technology

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Guest Editor
School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA 30144, USA
Interests: promoting self-regulated learning; self-efficacy; motivation in technology-enhanced learning environments by integrating technology and facilitating technology integration for learner-centered instructions

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Guest Editor
School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA 30144, USA
Interests: collaborative models of teacher professional learning; technology supports for teacher professional learning; technology integration in B-12 environments; supporting online faculty; studying online Critical Friend Groups and researching virtual coaches

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Guest Editor
School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA 30144, USA
Interests: enriching STEM and the arts through creative computing; investigating how to scale and sustain CAD modeling and 3D printing standard literacies within undergraduate education and exploring how AR/VR-based models and simulations alter perspective taking

Special Issue Information

Dear Colleagues,

As educators integrate technologies into learning, the traditional, one-size-fits-all approach is giving way to a more flexible, personalized, and learner-centered model, where emerging technology plays a pivotal role in shaping the educational experience (UNESCO, 2023). Artificial intelligence (AI) is the most prominent emerging technology in not just education but in society as a whole. As AI has quickly become an integral part of our lives, there is growing interest in integrating AI to enhance learning experiences. 

We are pleased to announce a call for papers for this Special Issue, entitled “Emerging Pedagogies for Integrating AI in Education”. This Special Issue aims to explore novel, transformative, or refined pedagogies in utilizing artificial intelligence (AI) in teaching and learning. Authors are encouraged to consider effective, ethical, and equitable pedagogical uses of AI in education. Submissions should provide insights into how AI can be utilized to enhance teaching and learning systems and experiences, informed by relevant theories while considering the diverse needs of learners. We encourage submissions that offer empirical research, theoretical frameworks, case studies, and critical reviews related to, but not limited to, the following themes:

  • Innovative pedagogical approaches enabled by AI tools to enhance learning experiences, such as AI-driven personalized learning environments;
  • Theory-driven pedagogical frameworks and approaches in integrating AI into teaching and learning;
  • The role of AI in enhancing instructional and assessment practices;
  • Case studies of successful AI integration in classrooms and other formal and informal educational settings;
  • Redefining STEM educational approaches with the integration of AI;
  • Ethical considerations when designing instructional strategies utilizing AI, such as AI and academic integrity;
  • Inclusive pedagogy in integrating AI in teaching and learning.  

Reference

UNESCO. (2023). Global education monitoring report 2023: Technology in education – A tool on whose terms? https://unesdoc.unesco.org/ark:/48223/pf0000385723

Dr. Dabae Lee
Dr. Yeol Huh
Dr. Julie Moore
Dr. Jason Harron
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
  • pedagogy
  • reinventing learning
  • AI in education
  • instructional strategy

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Published Papers (1 paper)

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Research

31 pages, 2216 KiB  
Article
Students’ Perceptions of Generative Artificial Intelligence (GenAI) Use in Academic Writing in English as a Foreign Language
by Andrew S. Nelson, Paola V. Santamaría, Josephine S. Javens and Marvin Ricaurte
Educ. Sci. 2025, 15(5), 611; https://doi.org/10.3390/educsci15050611 - 16 May 2025
Viewed by 343
Abstract
While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application [...] Read more.
While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application to academic writing in a second language (L2) for STEM classes. ChatGPT can generate human-like text that worries teachers and researchers. Academic cheating, especially in the language classroom, is not new; however, the concept of AI-giarism is novel. This study evaluated how 56 undergraduate university students in Ecuador viewed GenAI use in academic writing in English as a foreign language. The research findings indicate that students worried more about hindering the development of their own writing skills than the risk of being caught and facing academic penalties. Students believed that ChatGPT-written works are easily detectable, and institutions should incorporate plagiarism detectors. Submitting chatbot-generated text in the classroom was perceived as academic dishonesty, and fewer participants believed that submitting an assignment machine-translated from Spanish to English was dishonest. The results of this study will inform academic staff and educational institutions about how Ecuadorian university students perceive the overall influence of GenAI on academic integrity within the scope of academic writing, including reasons why students might rely on AI tools for dishonest purposes and how they view the detection of AI-based works. Ideally, policies, procedures, and instruction should prioritize using AI as an emerging educational tool and not as a shortcut to bypass intellectual effort. Pedagogical practices should minimize factors that have been shown to lead to the unethical use of AI, which, for our survey, was academic pressure and lack of confidence. By and large, these factors can be mitigated with approaches that prioritize the process of learning rather than the production of a product. Full article
(This article belongs to the Special Issue Emerging Pedagogies for Integrating AI in Education)
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