AI in Education: Transforming Curriculum, Pedagogy, and Assessment
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".
Deadline for manuscript submissions: 30 April 2026 | Viewed by 25
Special Issue Editors
Interests: technology-enhanced learning; higher education; faculty professional development; university pedagogy; pandemic pedagogies; learning analytics; distance education; personalized learning
Interests: adaptive & intelligent learning environments; learning design; teacher professional development focusing on technology enhanced learning
Interests: AI in education; computational thinking; educational robotics; technological pedagogical content knowledge
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Historically, Artificial Intelligence (AI) has been used in education for nearly six decades, performing various tasks like personalized learning and student assessments. However, the capabilities of Generative AI (GenAI) introduce new opportunities and challenges for the same tasks. For example, it can create enhanced personalized learning experiences, but at the same time, it calls for a shift in student assessment methods to prevent cheating and plagiarism. Since GenAI is still in its early stages, it is also important to explore whether and how it can offer new insights into curriculum reform and pedagogical innovation with a focus on teaching and learning processes.
This Special Issue aims to further investigate learning and teaching with AI across all education levels and in various contexts, including teacher professional development. In particular, we welcome papers contribute to understanding AI’s impact on curriculum and pedagogy innovation. While the scope of the Special Issue encompasses all forms of AI in education, the importance of exploring GenAI cannot be overlooked.
Suggested themes include but are not limited to the following:
- Student engagement with AI, such as behavioral, emotional, (meta)cognitive engagement
- AI as a cognitive partner
- Teacher professional development for AI in education
- Student partnerships with AI
- AI in relation to contemporary cultures of text in educational settings
- AI literacy among students and/or teachers
- New perspectives on learning theory, on pedagogical processes, or on curriculum design supported by AI
- Ethical aspects of using AI for teaching and learning purposes
Dr. Anna Mavroudi
Prof. Dr. Kyparisia Papanikolaou
Prof. Dr. Charoula Angeli
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
- pedagogical innovation
- curriculum reform
- teacher pedagogical development
- large language models
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