Generative AI’s Impact On Education
Recent advancements in generative AI technologies, such as OpenAI’s large language model powering ChatGPT, have sparked extensive debates on the use of AI in educational contexts. Microsoft’s partnership with OpenAI, Amazon’s partnership with Anthropic, and Google’s deployment of AI throughout its suite of tools indicate that generative AI technology will very soon be normalized in our professional lives. While AI holds the potential to enhance learning and offer personalized student support, it is also a disruptive technology with risks around ethics, deskilling, and abuse.
This special issue aims to advance the critical conversation by balancing pragmatic usage with ethical concerns in an exploration of opportunities and challenges. How can educators leverage generative AI’s expanding capabilities to improve teaching and learning, while minimizing educational risks? We welcome theoretical, empirical, and practical contributions that explore key questions such as:
• How can generative AI encourage learner agency, identity, and engagement within education?
• How can educators navigate with generative AI tools in ways that are sometimes culturally responsive and inclusive and sometimes biased and exclusionary?
• What are the prospects for using AI to scaffold and support student development in writing, reading, and research?
• How might generative AI aid differentiated and adaptive instruction?
• What are effective and ethical approaches to integrating generative AI in traditional and hybrid classrooms?
• How does generative AI interrupt and/or enhance the student writing process?
• How can teachers foster critical awareness of AI systems and increase AI literacy?
• Can generative AI assist teachers in closing educational gaps and decreasing inequities?
• What are the ethical and practical ramifications of automating linguistic aspects of teaching and learning?
• How does the availability of generative AI impact teaching and learning within the humanities, social sciences, fine arts, and/or natural sciences?
This special issue seeks to bridge theory, research, and practice to further discussions about principled and equitable integrations of generative AI in education. Contributions from critical, philosophical, learning sciences, and sociocultural perspectives are encouraged. Empirical studies examining existing uses of AI and its impacts on students are also welcomed. The editors welcome submissions from tenured and tenure-track scholars, non-tenure track faculty, K-12 teachers, graduate students, and writers from diverse backgrounds.
Call for papers: Thresholds in Education
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