Sustainable Intelligent Education Programs

Dear Colleagues,

Today, AI is bringing rapid change in every aspect of our lives and, according to “AI in Education: Change at the Speed of Learning” of the UNESCO Institute for Information Technologies in Education (Duggan and Corporation, 2020), the application of AI in education helps to advance the Sustainable Development Goals (SDG), in particular SDG 4 which enshrines the need to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. AI in education can highly impact four key stakeholders, namely students, educators, school leaders, and curriculum designers, through machine learning techniques such as supervised learning, unsupervised learning, and reinforcement learning. Based on previous perspectives, this Special Issue aims to use or develop machine learning algorithms for the four key stakeholders. We want to invite your submissions to this Special Issue on “Sustainable Intelligent Education Programs” to share your most recent research, developments, and implementations such as learning behaviors, personalized learning paths, dropout alarms, curriculum design suggestions, rural and urban differentials, and so on.

According to SDG 5 which concerns gender equality and women's empowerment, it is expected that there will be more studies concerning the learning situation and performance of men and women with sustainable intelligent education programs or systems. Therefore, this Special Issue is also interested in research exploring women’s and men’s learning effectiveness in terms of AI-related educational technologies in different learning stages including primary, secondary, higher and life-long adult education or workshops for older adults. Moreover, this Special Issue welcomes research probing into women and men who use AI programs or systems to enhance their learning in one discipline or across-disciplines, including formal and informal learning. To fulfill life-long learning, scholars who are developing sustainable intelligent education programs or sustainable AI-learning tools for cross-age learners are encouraged to submit research articles to this Special Issue, including those studies evaluating the learning performance or attitudes when people learn with the developed programs.

Prof. Dr. Ting-Chia Hsu
Prof. Cheng-Hsuan Li
Guest Editors

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