Critical Perspectives on the Impact of AI on Curriculum and Pedagogy Innovation
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 4 May 2026 | Viewed by 29
Special Issue Editors
Interests: education policy and governance; commercialization of education; teachers rights; digital learning and leadership
Interests: AI literacies
Special Issue Information
Dear Colleagues,
We invite submissions to this Special Issue on “Critical Perspectives of the Impact of AI on Curriculum and Pedagogy Innovation”. As generative AI, predictive analytics, and automation reshape education, critical perspectives are needed to question whose knowledge is centred, whose labour is (de)valued, what is lost, and what is gained in the push for optimisation, commercialisation, and efficiency.
This Special Issue explores, therefore, how AI and other emergent technologies intersect with curriculum and pedagogy through feminist, queer, decolonial, and anti-capitalist lenses. We welcome work that addresses the ethical, pedagogical, environmental, and political implications of AI in practice, from the accuracy of lesson planning using AI, through to assessment reform and academic integrity, as well as relational aspects of teaching, such as listening, belonging, and the right to disconnect. Submissions that amplify local contexts, community knowledges, and embodied or culturally situated approaches are encouraged.
Contributions may include practitioner-led research, critical case studies, speculative inquiry, or empirical work from early childhood, K–12, TAFE, higher education, and community settings.
Suggested themes include the following topics:
- Teaching critical pedagogies with and through AI;
- Associations of AI, psychosocial risk, and trauma-aware pedagogy;
- Impacts of deepfakes, synthetic media, hallucinations, and smart glasses on curricula and pedagogy in ITE;
- AI and academic integrity;
- Curriculum redesign and platform dependency;
- Queering or decolonising AI in education;
- Ethical staff use of generative tools;
- Teacher workload and emotional labour;
- Acts of refusal and resistance;
- AI’s impact on relational pedagogy;
- AI’s, commercial impacts on policy, pedagogy, and practice.
Dr. Janine Aldous Arantes
Dr. Amanda Muscat
Dr. Steven Kolber
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 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
- critical pedagogy
- AI governance
- generative AI
- hallucinations
- predictive analytics in education
- deepfakes and synthetic media
- commercial edtech
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