A study involving more than 6,000 middle-school students in Tennessee indicates that AI can enhance math learning when it requires students to review and correct their mistakes, according to a study by researchers from the University of Toronto and the University of Pennsylvania's Wharton School.

Det er viktig at lærere og elever kjenner til og forstår teknologiens store svakheter, mener norske forskere. De har studert KI-bruk i klasserommet.

Social science teacher educators prepare future teachers for digital citizenship education in AI-infused societies, but the relationship between their professional backgrounds and their professional digital competence (PDC) in this multidisciplinary context is unclear.

Forskere fra Stockholm og Hongkong har set på data om 26.000 kinesiske elever over 30 måneder i. hvad der svarer til udskoling og gymnasium. Forskerne konkluderer, at eleverne bruger kortere tid på opgaver og lektier, men får alligevel højere karakterer, når de har adgang til generativ kunstig intelligens.

In the digital age, academic success increasingly depends on information problem solving competence: the ability to find, evaluate, process, and synthesize information into knowledge products. This study decomposes the cognitive activities of the AI-mediated IPS process and pinpoints where students need guidance and support.

Generative AI tools are having a notable influence on the nature of engagement with information and decision making across society. Our scoping literature review, covering the 2010–2024 timespan, explores the intersection of educational leadership, policy and AI and examines how these have been investigated in relation to compulsory school settings.

Educational technology in Australia has been shaped as much by governance and legitimacy as by software and design. This paper examines four Australian edtech cases, Canva for Education, Education Perfect, LearningField, and Grok Academy, through a comparative case study based on public document analysis and temporal mapping.

This article explores how more-than-human research approaches can respond to the complexity of political and ethical questions of AI-mediated practices amidst complex transformations of education practice.

The rapid integration of artificial intelligence (AI) into clinical practice presents a paradigm shift in healthcare, necessitating a parallel evolution in medical education. This review argues that the failure to embed robust, critical, and nuanced AI ethics education within medical training is not merely an academic oversight but an impending catalyst for ethical crises in…

Big Tech platforms, and their largely proprietary logics, have been scrutinised within the field of critical edtech studies as bringing forth an increase in surveillance and inequality in education. There has therefore been a rising call to apply critical, participatory and speculative design approaches to develop alternative platform infrastructures that correspond with values such as…

Discourse on technology in education is dominated by deterministic, techno-centric narratives that portray technology as an inevitable force, while positioning education in a reactive role. Speculative storytelling strives to challenge such tendencies and imagine alternative educational futures. However, further clarity is needed concerning the opportunities and trade-offs characteristic of speculative storytelling. Drawing on research in…