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.

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 development of critical thinking and moral reasoning is a pressing pedagogical priority in higher education, particularly in the context of increasingly complex ethical landscapes. The study contributes to the scholarship of teaching and learning by positioning structured ethical debate as a tool for epistemic and moral development.

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…

Education reproduces a poverty in social imaginaries regarding technological futures. This article explores how drama-based pedagogy combined with speculative design can unearth and expand social imaginaries about AI in higher education.

Gymnasieläraren Anna Lodén är årets mottagare av ”Det gyllene förstoringsglaset”. Hennes forskning ska hjälpa elever att använda AI på ett källkritiskt sätt. "Att det finns ett intresse för det jag har undersökt är jättekul", säger hon.

I detta avsnitt gästas Kornhall & Netz av Thomas Nygren, professor i didaktik. Hur kan forskningen kan bli till nytta för didaktiken? Om AI i skolan samt hur lärare ska tillämpa källkritik i sitt arbete. (webbradio)

Blivande samhällskunskapslärare förbereds olika väl för att undervisa om ”fake news”, AI och digital påverkan. Ny forskning från Umeå universitet visar att ansvaret i lärarutbildningen ofta är otydligt och att viktiga kunskaper riskerar att hamna mellan stolarna.