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Education Systems as Learning Organizations: Challenges and Opportunities of Evolving...
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Education Systems as Learning Organizations: Challenges and Opportunities of Evolving Human–Machine Cooperation

A special issue of Systems (ISSN 2079-8954). This special issue belongs to the section "Systems Practice in Social Science".

Deadline for manuscript submissions: 31 December 2025 | Viewed by 7670

Special Issue Editors

Prof. Dr. Renate Motschnig

E-Mail Website
Guest Editor
Faculty of Computer Science, University of Vienna, 1010 Vienna, Austria
Interests: technology-enhanced learning; learning organizations; transversal competences; student-centered learning; digital transformation; Carl Rogers
Dr. Dominik Dolezal

E-Mail Website
Guest Editor
Faculty of Computer Science, University of Vienna, 1010 Vienna, Austria
Interests: computer science education; technology-enhanced learning; learner-centered education; 21st century skills; person-centered approach; human–computer interaction

Special Issue Information

Dear Colleagues,

As the digital transformation continues to progress, its impact on education systems around the world has been pervasive and complex. This Special Issue aims to explore the challenges, opportunities, good practices, conceptual models, and organizational learning in the context of innovative paths to human–machine cooperation in education systems. We invite researchers to submit original research articles with a focus on, but not limited to, the following topics:

  • Integration of digital and AI competences in curricula and courses across different educational levels;
  • Influence and impact of novel digital technologies including AI tools in education systems as learning organizations;
  • Leveraging digital technologies to foster student learning on a cognitive and meta-cognitive level, thereby impacting organizational learning;
  • Cognitive, meta-cognitive, infrastructural, and organizational prerequisites for technology-enhanced self-regulated learning and implications for educators and education systems;
  • Influence of digital technologies on the disciplines of learning organization in educational institutions;
  • Societal effects of the utilization of technology for the purpose of promoting educational equity via targeting inclusion, accessibility, and employability;
  • Implications of digital humanism in education systems;
  • Digitalization strategies and their implementation in education systems at various levels;
  • Digitalization maturity models in education;
  • Success factors and ethics of human–machine cooperation in education.

We welcome qualitative and quantitative studies, review articles, and conference extension. We look forward to receiving insightful contributions.

Prof. Dr. Renate Motschnig
Dr. Dominik Dolezal
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Systems 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 2400 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

  • education systems
  • digital transformation
  • digital technologies
  • AI tools
  • organizational learning
  • digital competences
  • AI literacy
  • human–machine cooperation
  • digital humanism
  • educational equity

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

30 pages, 1946 KiB  
Article
Exploring the Role of AI and Teacher Competencies on Instructional Planning and Student Performance in an Outcome-Based Education System
by Wafa Naif Alwakid, Nisar Ahmed Dahri, Mamoona Humayun and Ghadah Naif Alwakid
Systems 2025, 13(7), 517; https://doi.org/10.3390/systems13070517 - 27 Jun 2025
Viewed by 672
Abstract
The rapid integration of artificial intelligence (AI) in education has transformed traditional teaching methodologies, particularly within Outcome-Based Education (OBE), in higher education. Based on the Technological Pedagogical Content Knowledge (TPACK) model and the OBE system, this present study investigates how teachers perceive AI [...] Read more.
The rapid integration of artificial intelligence (AI) in education has transformed traditional teaching methodologies, particularly within Outcome-Based Education (OBE), in higher education. Based on the Technological Pedagogical Content Knowledge (TPACK) model and the OBE system, this present study investigates how teachers perceive AI applications, specifically ChatGPT, in enhancing instructional design and student performance. The research develops a new AI-based instructional planning model, incorporating AI ChatGPT capabilities, teacher competencies, and their direct and indirect effects on student outcomes. This study employs quantitative research design using Structural Equation Modeling (SEM) to validate the proposed model. Data were collected from 320 university teachers in Pakistan using a structured survey distributed through WhatsApp and email. Findings from the direct path analysis indicate that AI ChatGPT capabilities significantly enhance instructional planning (β = 0.33, p < 0.001) and directly impact student performance (β = 0.20, p < 0.001). Teacher competencies also play an important role in instructional planning (β = 0.37, p < 0.001) and student performance (β = 0.16, p = 0.020). The indirect path analysis reveals that instructional planning mediates the relationship between AI ChatGPT capabilities and student performance (β = 0.160, p < 0.001), as well as between teacher competencies and student performance (β = 0.180, p < 0.001). The R-square values indicate that instructional planning explains 41% of its variance, while student performance accounts for 56%. These findings provide theoretical contributions by extending AI adoption models in education and offer practical implications for integrating AI tools in teaching. This study emphasizes the need for professional development programs to enhance educators’ AI proficiency and suggests policy recommendations for AI-driven curriculum development. Full article
(This article belongs to the Special Issue Education Systems as Learning Organizations: Challenges and Opportunities of Evolving Human–Machine Cooperation)
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19 pages, 645 KiB  
Article
Auditing AI Literacy Competency in K–12 Education: The Role of Awareness, Ethics, Evaluation, and Use in Human–Machine Cooperation
by Ahlam Mohammed Al-Abdullatif
Systems 2025, 13(6), 490; https://doi.org/10.3390/systems13060490 - 18 Jun 2025
Viewed by 542
Abstract
The integration of artificial intelligence (AI) in education highlights the growing need for AI literacy among K–12 teachers, particularly to enable effective human–machine cooperation. This study investigates Saudi K–12 educators’ AI literacy competencies across four key dimensions: awareness, ethics, evaluation, and use. Using [...] Read more.
The integration of artificial intelligence (AI) in education highlights the growing need for AI literacy among K–12 teachers, particularly to enable effective human–machine cooperation. This study investigates Saudi K–12 educators’ AI literacy competencies across four key dimensions: awareness, ethics, evaluation, and use. Using a survey of 426 teachers and analyzing the data through descriptive statistics and structural equation modeling (SEM), this study found high overall literacy levels, with ethics scoring the highest and use slightly lower, indicating a modest gap between knowledge and application. The SEM results indicated that awareness significantly influenced ethics, evaluation, and use, positioning it as a foundational competency. Ethics also strongly predicted both evaluation and use, while evaluation contributed positively to use. These findings underscore AI literacy skills’ interconnected nature and point to the importance of integrating ethical reasoning and critical evaluation into teacher training. This study provides evidence-based guidance for educational policymakers and leaders in designing professional development programs that prepare teachers for effective and responsible AI integration in K–12 education. Full article
(This article belongs to the Special Issue Education Systems as Learning Organizations: Challenges and Opportunities of Evolving Human–Machine Cooperation)
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30 pages, 859 KiB  
Article
Understanding Behavioral Intention to Use Moodle in Higher Education: The Role of Technology Acceptance, Cognitive Factors, and Motivation
by Stefanos Balaskas, Vassilios Tsiantos, Sevaste Chatzifotiou, Lamprini Lourida, Maria Rigou and Kyriakos Komis
Systems 2025, 13(6), 412; https://doi.org/10.3390/systems13060412 - 26 May 2025
Viewed by 667
Abstract
The adoption of Learning Management Systems (LMSs) such as Moodle in higher education is influenced by a complex interplay of technical, cognitive, and motivational factors. This study extends the Technology Acceptance Model (TAM) by integrating technical system quality (TSQ), educational system quality (ESQ), [...] Read more.
The adoption of Learning Management Systems (LMSs) such as Moodle in higher education is influenced by a complex interplay of technical, cognitive, and motivational factors. This study extends the Technology Acceptance Model (TAM) by integrating technical system quality (TSQ), educational system quality (ESQ), satisfaction (SAT), anxiety (ANX), and autonomous motivation (AUTO) to provide a more comprehensive understanding of Moodle adoption. A quantitative, cross-sectional research design was employed utilizing Structural Equation Modeling (SEM) to analyze 487 responses from university students with varying levels of Moodle experience. The findings confirm that perceived usefulness (PU), educational system quality (ESQ), and satisfaction (SAT) significantly influence behavioral intention (BI) to use Moodle, whereas Perceived ease of use (PE) was not a significant predictor. Mediation analysis revealed that SAT plays a dominant role in mediating the effects of system and cognitive factors on BI, while ANX exhibited selective and partial mediation effects. Additionally, autonomous motivation (AUTO) moderated the impact of SAT on BI, with results indicating that satisfaction is more critical for low-motivation users. Multi-group analysis further highlighted demographic and usage-based differences, with younger and novice users being more sensitive to technical and cognitive barriers. These findings present both theoretical contributions and inform educational and policy imperatives by extending the TAM in the context of affective and system-level determinants. Institutions should invest in efforts to improve content quality, reduce technology-related anxiety, and establish personalized onboarding and motivation-driven learning strategies. Full article
(This article belongs to the Special Issue Education Systems as Learning Organizations: Challenges and Opportunities of Evolving Human–Machine Cooperation)
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31 pages, 5187 KiB  
Article
Exploring the Digital Transformation of Generative AI-Assisted Foreign Language Education: A Socio-Technical Systems Perspective Based on Mixed-Methods
by Yang Zhang and Changqi Dong
Systems 2024, 12(11), 462; https://doi.org/10.3390/systems12110462 - 31 Oct 2024
Cited by 3 | Viewed by 4744
Abstract
This study investigates the complex dynamics and impacts of generative AI integration in foreign language education through the lens of the Generative AI-assisted Foreign Language Education Socio-Technical System (GAIFL-STS) model. Employing an integrated mixed-methods design, the study combines qualitative case studies and hybrid [...] Read more.
This study investigates the complex dynamics and impacts of generative AI integration in foreign language education through the lens of the Generative AI-assisted Foreign Language Education Socio-Technical System (GAIFL-STS) model. Employing an integrated mixed-methods design, the study combines qualitative case studies and hybrid simulation modeling to examine the affordances, challenges, and implications of AI adoption from a multi-level, multi-dimensional, and multi-stakeholder perspective. The qualitative findings, based on interviews, observations, and document analyses, reveal the transformative potential of generative AI in enhancing language learning experiences, as well as the social, cultural, and ethical tensions that arise in the process. The quantitative results, derived from system dynamics and agent-based modeling, provide a systemic and dynamic understanding of the key variables, feedback loops, and emergent properties that shape the trajectories and outcomes of AI integration. The integrated findings offer valuable insights into the strategies, practices, and policies that can support the effective, equitable, and responsible implementation of AI in language education. Full article
(This article belongs to the Special Issue Education Systems as Learning Organizations: Challenges and Opportunities of Evolving Human–Machine Cooperation)
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