Teaching and Learning with Generative AI

Dear Colleagues,

Advances in the 2020s led to an explosion of generative artificial intelligence (genAI) tools. These systems are best known for their capacity to generate text, images, videos and other media that resemble similar outputs created by humans. Examples include text-to-image generators like Dall-E or MidJourney, and systems that produce language such as Bing or ChatGPT. 

Although there is a long history of AI research in education, these generative tools have affordances that could lead to novel approaches to supporting education. This Special Issue of Educational Sciences welcomes submissions from contributors, focused on “Teaching and Learning with Generative AI (GenAI). It is important that we explore and evaluate how the integration of these technologies can enhance learning and development. However, to develop learning innovations that could be adopted in real-world settings, we must pair the design of new learning technologies and practices with learning theory and ongoing research in authentic learning contexts.  

In this Special Issue, we are interested in submissions relating to the effective use of GenAI in formal and informal learning settings, including in teaching (across the lifespan), as well as learning in and out of school. We welcome interdisciplinary/innovative approaches, including quantitative/qualitative/mixed-methods research and conceptual articles.

1. Novel pedagogical perspectives and theories on the use of GenAI in education;
2. Using GenAI tools to support the development of AI literacy;
3. Design and development of GenAI-based educational interventions;
4. Supporting collaborative learning processes, i.e., collective sense-making, creativity, regulation/socio-metacognition;
5. Societal and ethical considerations of the use of GenAI in education;
6. GenAI support for non-cognitive/social-emotional skill development (e.g., persistence, resilience, empathy);
7. Increasing equity and inclusion with GenAI-supported tools and curricula;
8. Tensions and connections between business/technical/educational conceptualizations of GenAI;
9. Future directions for research on GenAI and education. 

Dr. Brian K. Smith
Dr. Matthew Duvall
Dr. Marcela Borge
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.

• generative artificial intelligence
• educational technology
• ethical considerations