{"id":1571,"date":"2024-12-18T11:57:37","date_gmt":"2024-12-18T11:57:37","guid":{"rendered":"https:\/\/www.jcetr.gr\/?page_id=1571"},"modified":"2025-05-21T11:35:28","modified_gmt":"2025-05-21T11:35:28","slug":"news","status":"publish","type":"page","link":"https:\/\/www.jcetr.gr\/index.php\/news\/","title":{"rendered":"New – Call for Papers"},"content":{"rendered":"\n

AI in higher education: Teaching and Learning in an AI-powered world<\/strong><\/p>\n\n\n\n

Artificial Intelligence (hereinafter AI) is a broad term referring to the use of \u2018systems to interpret external data and to learn and use those learnings to achieve a specific goal or task via adaption\u2019 (Sollosy & McInerney, 2022, p. 2). This approach describes AI-embedded technologies, which implement actions that used to require human intervention. As such, AI- technologies provide strategic benefits (e.g., automation, personalisation, minimising costs, facilitating decision-making) and allow for novel encounters between individuals and technology to take place in various areas.<\/p>\n\n\n\n

Indeed, AI permeates individuals\u2019 personal, professional, and educational lives. For instance, in the personal life realm AI helps individuals to combat loneliness and perform daily tasks (Marriott & Pitardi, 2024). In the professional realm AI outgrows new roles, replaces existing ones (e.g., entry-level jobs, Valcea et al., 2024) and requires new skills for entering an AI-powered world. Similarly, in the education realm, AI creates paradoxes (as discussed by Valcea et al., 2024) calling for (re)envisioning learning and teaching practices, such as practices in the assessment and curriculum landscape to meaningfully engage and enable upskilling of students.<\/p>\n\n\n\n

AI transforms society and industries, as well as the core link between these two spheres, namely education, and calls for \u2018\u2026preparing students and learners for this transformation of work and society\u2026\u2019 (Bearman et al., 2023, p. 370). In education and more specifically, in Higher Education (hereinafter HE) AI is mostly known through the use of generative AI (e.g., ChatGPT). Extant research mainly focuses on the challenges generative AI creates (e.g., helps students to create content to tackle assessments) and argues for the necessity of new frameworks, policies, and guidelines around a sensible use of generative AI (Bearman et al., 2023; Farrelly & Baker, 2023; Richter et al., 2024; Valcea et al., 2024).<\/p>\n\n\n\n

Thus, AI envisions a different landscape for teaching and learning in HE, by not only providing different possibilities to assist learning and teaching (e.g., personalised learning and tutoring system) but also by sometimes downplaying the deeply contextual, experiential and personal nature of learning (Bearman et al., 2023; Lindebaum & Fleming, 2024). As such, opportunities exist to unpack how such a transformation in HE reimagines teaching and learning practices and the relationship between students, business, HE and technology.<\/p>\n\n\n\n

To this end, we welcome submissions focusing on advancing our understanding of the role of AI in enriching and transforming distinctive HE teaching and learning areas along with those that relate to the support\/ administration of teaching and learning. The purpose of this special issue is to focus on the encounters between AI technology (e.g., Generative AI, chatbots, voice-assistants), HE and their implications for different stakeholders (e.g., students, HE and businesses).<\/p>\n\n\n\n

Conceptual and empirical contributions to this special issue are invited to explore learning and teaching practices and relationships under which AI technology \u2018fosters an environment of continuous learning, application, reflection, and adaptation\u2019 (Richter et al., 2024, p.11). In doing so, we aim to offer insights onto meaningful, ethical and engaging working encounters in an AI-mediated learning and teaching environment.<\/p>\n\n\n\n

Submissions addressing, but not restricted to, the following topics are encouraged:<\/p>\n\n\n\n