Special Issue: Rethinking Educational Practice with AI

2025-06-30

Over the past decade, artificial intelligence (AI) has become more than a buzzword in education – it is now deeply embedded in teaching, learning, assessment, and governance. This special issue responds to the growing need to critically synthesize, compare, and expand our understanding of how AI transforms education. We aim to collect contributions that go above and beyond the logic of technological innovation and address how educational purposes, pedagogical practices, and institutional structures are being reconfigured through the integration of AI.

We welcome:

  • Empirical studies of AI-based interventions on different stages of formal and informal education
  • Systematic reviews, conceptual syntheses, and meta-analyses that consolidate knowledge and theory on AI and its applications in educational settings
  • Cross-national and comparative research on AI use and policy approaches
  • Analyses of policy, ethics, and governance in AI-enhanced educational contexts

We particularly encourage interdisciplinary submissions from education, learning sciences, data science, psychology, sociology, public policy, and management. Studies may focus on early childhood, K-12 settings, higher education, lifelong learning, or teacher education.

This issue seeks to foster conceptual and methodological advancement of research on AI in education. Contributions may explore:

  • How AI challenges or reinforces educational values and equity
  • How design and implementation shape AI’s pedagogical impact
  • What counts as “evidence” in AI-enhanced learning environments
  • What systemic patterns emerge across countries, sectors, or populations
    All submissions will undergo a double-blind peer review. Manuscripts are accepted in English.

Deadline for submissions: November 15th, 2025
Expected publication: October, 2026
Submission guidelines: https://vo.hse.ru/manuscript