CFP: Generative Artificial Intelligence in Teaching and Learning: Teachers’ and Students’ Beliefs, Assessment, and Educational Practices

[Mathematics Education Researchers (MER) community]

Dear Colleagues,

Generative Artificial Intelligence (GenAI) is rapidly reshaping educational systems worldwide. Although it offers considerable potential to enhance teaching, learning, assessment, and feedback, its integration also raises important pedagogical, ethical, and practical challenges. The speed of its adoption, together with the broad implications of these technologies for educational practice, makes it essential to examine how institutions, teachers, and students can respond effectively across different disciplines, educational stages, and learning contexts.

This Special Issue aims to present and disseminate recent advances in the integration of GenAI into teaching and learning, while also exploring how more responsible, educationally valuable, and pedagogically meaningful uses can be promoted. We welcome contributions investigating how teachers and students use GenAI, the beliefs and attitudes that shape its adoption, its effects on learning and assessment, and the development of GenAI literacy and effective educational practices.

In addition to original research articles and review papers, the Special Issue welcomes theoretical and conceptual contributions, methodological studies, case studies, perspectives, opinion papers, and other relevant formats accepted by the journal. Contributions from different educational levels, disciplines, methodological traditions, and geographical contexts are particularly encouraged.

Topics of interest include, but are not limited to, the following:

• Teachers’ and students’ beliefs, attitudes, and perceptions regarding GenAI;
• Teachers’ and students’ uses of GenAI in educational contexts;
• The impact of GenAI use on teaching, learning, and assessment processes;
• Effective practices for integrating GenAI across different disciplines and educational stages;
• GenAI literacy among teachers and students;
• Ethical, critical, responsible, and self-regulated uses of GenAI;
• Challenges and opportunities associated with the integration of GenAI across educational levels, disciplines, and contexts;
• The use of GenAI to design, support, and automate assessment and feedback practices;
• Artificial intelligence education and training for the workplace.

Dr. Beatriz Cabellos Elipe
Dr. Miguel Ángel Albalá Genol
Guest Editors

More: https://www.mdpi.com/journal/education/special_issues/1960BGW99F