Is AI a Double-Edged Sword? Perspectives from Teachers and Students
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".
Deadline for manuscript submissions: 31 October 2026 | Viewed by 346
Special Issue Editor
Special Issue Information
Dear Colleagues,
Artificial intelligence (AI) is fundamentally reshaping education by facilitating personalization, feedback, assessment, and instructional decision-making. Although AI presents substantial opportunities, its integration introduces pedagogical, ethical, and psychological challenges. Teachers and students remain central to these developments, balancing the advantages of enhanced learning support with concerns regarding data privacy, algorithmic bias, excessive automation, academic dishonesty, and diminished human agency.
This Special Issue offers a range of perspectives on how teachers and students experience, interpret, and implement AI across diverse educational settings. It explores both the opportunities and risks associated with AI-supported teaching and learning, with particular attention to competencies, readiness, confidence, and ethical commitment. By integrating empirical studies, conceptual analyses, and practice-oriented research, the Special Issue seeks to advance the understanding of how educators and learners can engage with AI in critical, responsible, and creative ways. The collection aims to inform research, policy, and practice by identifying strategies to optimize the benefits of AI while mitigating its potential risks in education.
Dr. Cansu Tatar
Guest Editor
Manuscript Submission Information
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Keywords
- artificial intelligence in education
- generative AI
- teacher AI competencies
- student perceptions
- ethical AI
- educational technology integration
- AI literacy
- teaching and learning
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