Call for Papers – Special Issue on Rethinking Collaboration in the Age of Hybrid Human-AI Intelligence for Learning

[LOOI, Chee Kit [C&I]]

Dear all,

 

We invite submissions to a Special Issue of Learning: Research and Practice on the theme:

 

Rethinking Collaboration in the Age of Hybrid Human-AI Intelligence for Learning

 

As AI shifts from being a passive tool to an active socio-cognitive partner in education, it raises new questions about what collaboration truly means. How do learners and teachers negotiate trust, agency, and responsibility with AI? Can AI be considered a partner, co-creator, or co-learner—and what are the implications for pedagogy, design, and policy?

 

This Special Issue seeks to advance theoretical, empirical, and design-based insights that critically examine human–AI collaboration in education. We welcome contributions that explore conceptual frameworks, hybrid intelligence roles (from assistance to co-creation), agency and power dynamics, ethics and trust, classroom practices, equity and inclusion, and governance perspectives.

 

Guest Editors

• Professor Chee-Kit Looi, The Education University of Hong Kong and Nanyang Technological University, Singapore
• Professor Mutlu Cukurova, University College London
• Professor Dragan Gašević, Monash University
• Dr. Yang Yin, The Education University of Hong Kong

 

Submission Process & Key Dates

• Abstracts (500–1,000 words) due: 30 Nov 2025 via Submission Form
• Notification of abstract decisions: 31 Dec 2025
• Full manuscript submission: 31 May 2026
• Publication: Nov 2026

 

All manuscripts will undergo blind peer review in accordance with the journal’s standards.

 

For more information, please visit: Special Issue Website

 

We look forward to your submissions.

 

 

Thank you Best regards, Learning: Research and Practice Editorial Office Office of Education Research | National Institute of Education | 1 Nanyang Walk, Singapore 637616 Email: learning...@nie.edu.sg Learning: Research and Practice aims to be the journal of choice for research that explores the complexities of learning. Our intent is to highlight innovative perspectives on how learning occurs, the roles of knowledge, learners, peers, educators, and tools, and how these processes can be supported or enhanced. Prioritizing work that examines the relationship between learning and technology, the journal features in-depth case reports and diverse methodological approaches to advance our understanding of learning in various contexts and across the lifespan.