Artificial Intelligence Enhanced Learning Environments: How AI Tools Are Reshaping Teaching Practice and Student Competencies
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".
Deadline for manuscript submissions: 31 December 2026 | Viewed by 154
Special Issue Editors
Interests: AI integration in health professions education; pedagogical innovation in clinical education; technology-enhanced learning in professional programs
Interests: evolving role of generative AI in education and clinical practice; students’ and clinicians’ perceptions and use of AI tools; how AI-generated study materials affect student readiness; AI writing tutors
Special Issue Information
Dear Colleagues,
The rapid integration of artificial intelligence tools into educational settings represents one of the most significant technological shifts in contemporary classrooms. As generative AI becomes ubiquitous in students' academic lives, educators worldwide are grappling with fundamental questions about how teaching, learning, and assessment must evolve. Unlike previous educational technologies that supplemented existing practices, AI tools are prompting wholesale pedagogical redesign—requiring teachers to reimagine what students should produce, how intellectual work should be scaffolded, and what competencies constitute genuine learning in an AI-saturated world. This transformation extends beyond technical adoption to encompass the development of new literacies: students must learn not only to use AI tools but to evaluate their outputs critically, understand their limitations, collaborate effectively in human–AI partnerships, and maintain intellectual agency in technology-mediated learning environments.
This Special Issue aims to present and disseminate empirical research on how AI integration is transforming classroom practice and fostering new forms of literacy. We seek contributions that document observable pedagogical shifts, examine the development of AI-related competencies, explore innovative assessment approaches, and investigate how teachers are learning to navigate AI-enhanced instruction. We particularly welcome studies grounded in actual classroom contexts with evidence of teaching practice and student learning over time.
Topics of interest for publication include, but are not limited to, the following:
- Case studies of course redesign in response to AI tool availability;
- Longitudinal studies of pedagogical adaptation and teacher learning;
- Frameworks for developing critical AI literacy across disciplines;
- Assessment strategies in AI-rich environments;
- Collaborative learning and peer assessment when AI tools are present;
- AI-integrated curriculum innovation;
- Professional development models for AI pedagogical competency;
- Equity implications of AI access and literacy development;
- Transfer of AI literacies across academic and professional contexts;
- Teacher beliefs, knowledge, and practice transformation;
- Ethical dimensions of AI use in classroom learning.
Dr. Erin R. Pletcher
Dr. Travis R. Pollen
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
- generative artificial intelligence (GenAI)
- pedagogical transformation
- AI-assisted learning
- AI literacy
- AI assessment tools
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.
Further information on MDPI's Special Issue policies can be found here.
