CFP: for MERJ

[Mathematics Education Researchers (MER) community]

FWD message:

Dear Colleagues,

The special issue "Mathematics Education and Human Flourishing in the
context of AI: Enabling, Unenabling, and Disenabling Practices“ will be published in Mathematics Education Research Journal (MERJ) during 2026.

MERJ is a highly recognized journal in mathematics education – IF 1.3,
Citescore 5.8 (top 6% of journals in Scopus, General Mathematics).

*Guest Editors:*

• Dr. Hans-Stefan Siller, Professor, Julius-Maximilians-Universität Würzburg (hans-stef...@uni-wuerzburg.de)
• Dr. Vince Geiger, Professor, Australian Catholic University, Brisbane (Vincent...@acu.edu.au)
• Dr. Norbert Noster, Post-Doc-Researcher, Julius-Maximilians-Universität Würzburg (norbert...@uni-wuerzburg.de)
• Dr. Mirjam Schmid, Lecturer, Australian Catholic University, Brisbane (Mirjam...@acu.edu.au)

The notion of human flourishing refers to the development of strengths and virtues, as well as a sense of meaning, purpose, and connection that provide the basis for living a good life as a critical and responsible citizen. Human flourishing has recently been discussed in relation to artificial intelligence (AI) as a key component of the OECD project, High Performing Systems for Tomorrow. In this study, Education for human flourishing and artificial intelligence (AI) is explored via three themes: AI and broadening human capabilities; AI and developing new models for the future; AI and restoring meaning to individual lives. While connections between human flourishing and mathematics education have been made in the contexts such as critical and responsible citizenship (e.g., Geiger et al., 2023), STEM education (e.g., Mass et al., 20219), and socio-ecological education (e.g., Siller et al., 2024), there has been limited research into human flourishing in relation to mathematics education and its remerging connections to AI.In this special issue (SI), authors will address the practices in mathematics education that enable or hinder human flourishing in the context of the rapid development and integration of AI technologies into education curriculum and teaching/learning programs internationally.

In particular, the SI will address questions related to the opportunities and risks associated with the increasing integration of AI and mathematics education, as these impact on human flourishing. These questions go to the centrality of what mathematics education must be – not only imparting discipline knowledge, but also its role in the personal and social development of both young people and adults. For instance, how should mathematics education, in the age of algorithmic decision-making processes, be conceptualised in a way that it contributes to human flourishing in the broadest sense.

Further informations can be found here: https://www.uni-wuerzburg.de/fileadmin/10040500/download/public/Announcment_SI_AI_MERJ.pdf

Best wishes of behalf of all co-editors
Stefan