Guest editorial: AI in education: transforming teaching and learning
| Date | 06 February 2025 |
| Pages | 1-7 |
| DOI | https://doi.org/10.1108/ILS-01-2025-268 |
| Published date | 06 February 2025 |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
| Author | Dania Bilal,Jiangen He,Jiqun Liu |
Guest editorial: AI in education:
transforming teaching and learning
Artificial intelligence (AI) continues to evolve and transform many disciplines, including
education. In education, AI has been adopted to innovate teaching and improve learning
outcomes, increase productivity and efficiency, and prepare students for the future of work
with AI. Governments, policymakers and educational institutions at the local and global
levels have been rethinkingeducation in the age of AI (Pedro et al., 2019). The risinginterest
in AI in education has been remarkable, especially after the release of the generative AI
(GenAI) tool ChatGPT in late November2022. AI affords new opportunities for innovating
teaching and making learning experiences more personalized and accessible to a wide
spectrum of students (Baidoo-Anuand Ansah, 2023). It can transform pedagogical methods,
learning approaches and learners’experiences (Bates et al., 2020;Onesi-Ozigagun et al.,
2024). Despite these opportunities,AI and GenAI have raised concerns among educators and
other stakeholders regarding ethical and societal implications, bias, privacy, safety (Akgun
and Greenhow, 2022;Chiu, 2024), inclusivity and digital divides (Pedro et al., 2019;
Cardona et al., 2023;Singhet al.,2023).
Integrating GenAI in education brings challenges that will impact the future of teaching
and learning (Wu, 2023). The USA Department of Education, Office of Educational
Technology issued a report in which Cardona et al. (2023) addressed the need to share
foundational knowledge of AI and develop policies for adopting it in education. The report
builds on “listening sessions the Department hosted to engage and inform all constituents”
(teachers, educational leaders, policymakers, researchers, and educational technology
innovators and providers. The authors made key recommendations for harnessing the
benefits of AI and mitigating risks and harms. These recommendations include keeping
humans in the loop in designing AI solutions, creating AI models that align with a vision of
learning, making AI explainableand overridable, harnessing formative assessmentto reduce
bias and focusing on research and development to enhance trust and safety. Given that AI
technologies continue evolving quickly, as are the landscapes of their use in education,
stakeholders will need to continue addressing opportunities and challenges for education at
all levels. AI in education has become a highly generative area for socio-technical systems,
information and learning sciences and educational technology research (https://tech.ed.gov/
files/2023/05/ai-future-of-teaching-and-learning-report.pdf).
In May 2023, the Guest Editors of this special issue submitted the Call for Papers, AI in
Education:Transforming Teaching and Learning. This is the first among many anticipated
special issues that will address this topic of concern and in this initial foray, the call was
broad and wide open. The guest editors aimed to elicit scholarlyarticles about AI uses from
various educational disciplines and perspectives to develop an understanding of its
applications, opportunities it affords, impact and challenges. Even since then, many
developments in GenAI have occurred. Notably, tools similar to ChatGPT were released,
including Microsoft’s Copilot chatbot (https://copilot.microsoft.com) and Google’s Gemini
chatbot (https://gemini.google.com/app), the integration of AI Companions in many
applications (e.g. Zoom AI, www.zoom.com/en/ai-assistant), AI Assistants (e.g. Adobe
Acrobat Suite) and most recently Microsoft’s AI-powered agents that are expected “to
revolutionize industries,workplaces, and everyday life”(https://news.microsoft.com/en-cee/
2025/01/08/6-ai-trends-youll-see-more-of-in-2025).
Information and
Learning Sciences
1
Informationand Learning
Sciences
Vol.126 No. 1/2, 2025
pp. 1-7
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-01-2025-268
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