This book provides a comprehensive insight into the transformative role of artificial intelligence (AI) in education, emphasizing its implications on pedagogy, learner experiences, and institutional practices. It examines how AI can be harnessed to enhance educational equity, accessibility, and innovation across various educational contexts. Key areas of inquiry include:
How AI personalizes learning experiences to cater to diverse learner needs and preferences. Investigating the potential of AI to bridge gaps in access to quality education for marginalized groups and measures for promoting digital well-being. The evolving role of educators in an AI-enhanced learning environment, focusing on continuous learning and adaptation. Utilizing AI analytics to inform teaching strategies and improve educational outcomes. The impact of AI on fostering collaboration among students and educators. Exploring innovative assessment methods powered by AI, including formative and summative evaluation techniques. Anticipating the next wave of AI developments and their potential implications for the educational landscape.
This book serves as a comprehensive resource for educators, policymakers, and researchers, providing insights into the multifaceted effects of AI on teaching and learning.
Readers who wish to learn more about this topic can refer to 'Artificial Intelligence and Human Agency in Education: Volume One'.
Preface.- Part I Cognitive Context.- Rethinking education: Artificial
Intelligence-powered learning tools, Human-Computer Interaction and
Transhumanism on Cognitive learning and wellbeing.- Personalizing Education
in the AI Era: The Comprehensive Impact of Customized Chatbots Across
Educational Domains.- Impact of Artificial Intelligence on Education: Does
ChatGPT facilitate or impede learning?.- Pedagogical Language Model
Competence The Requisite Knowledge and Skills for Modern Classroom
Relevancy.- Part II Social Context.- Enhancing Inclusive Self-Directed
Learning for Students with Visual Impairments in Higher Education: A Focus on
Namibian Context.- Artificial Intelligence and Academic Auditing: Bias in
Systems and Institutions.- AI representation of African culture:
Perspectives, challenges, and implications for media studies.- Generative AI
and the [ South] African University Curriculum: A Tool for Decolonization or a
Threat to Progress.- Part III Psychological Context.- Memory in the digital
age: are we offloading or overloading.- Modelling Pre-Service Business
Teachers Motivational Beliefs and Use of Artificial Intelligence in Lesson
Planning-Preparation During Teaching Practicum.- Leveraging Generative AI in
Designing and Delivering Individualized Responsive Feedback for Pre-Service
Teachers in Higher Education.
Dr. Michael Agyemang Adarkwah is a Research Associate at the Institute for Education and Culture, at the Chair of Adult Education, Friedrich Schiller University Jena, Germany. His habilitation is on the application and implication of learning technologies, specifically generative artificial intelligence (GenAI), in adult education in this artificial intelligence (AI) era with a focus on challenges, policy, and best practices He was a Postdoctoral Researcher at Smart Learning Institute, Beijing Normal University (BNU), China. His research interests are teaching and learning, leadership and management, assessment, digitalisation, computers and education, adult education, special education, online learning, and healthcare education. He has edited three Springer books on Design in Education, Educational Robotics, and AI in Education (AIED). He is an Editor of the book series Assessment of Educational Technology (AET) at Routledge. He is an Associate Editor for SN Social Sciences, the Journal of Applied Learning and Teaching (JALT), and the Journal of University Teaching and Learning Practice (JUTLP). He is a Senior Editor for Frontiers of Digital Education and an editorial board member for the Discover Education journal.
Dr. Samuel Amponsah is a Professor and head of the Distance Education Department at the University of Ghana. Dr. Amponsahs scholarship gained international recognition when he served as a fellow of the Global Challenges Research Fund and completed the digital fellowship programme at Liverpool John Moores University in the United Kingdom in 2020. He completed a postdoctoral fellowship at the American University in Cairo (Egypt) in 2022, sponsored by BECH-Africa and the Andrew W. Mellon Foundation. In 2021, the University of South Africa appointed him as an Adjunct Associate Professor. Dr. Amponsah has also been a visiting lecturer at Birmingham Christian College in the UK since 2022. His research interests include adult learning, inclusive education and open distance learning.
Dr. Ronghuai Huang is Professor of Education at Beijing Normal University and holds multiple prestigious roles in the field. He is currently Co-Dean of Smart Learning Institute of Beijing Normal University, Director of the National Engineering Research Center of Cyberlearning and Intelligent Technology, and Director of the Educational Informatization Strategy Research Base in Beijing, under the Ministry of Education of the People's Republic of China. Additionally, he serves as UNESCO Chair on Artificial Intelligence in Education. He has extensive expertise in educational informatization, smart learning environments, technology-supported innovative teaching, and artificial intelligence in education.
Dr. Michael Thomas is a Professor of Education and Social Justice and Director of the Liverpool Institute for Research in Education (LIFE Institute) in the School of Education at Liverpool John Moores University in England. His primary research focus is digital education and social justice across a range of sectors from higher education to schools, both in the UK and internationally, and his current research projects explore inequalities related to gender, social class, and disabilities through the lens of United Nations' Sustainable Development Goals in Africa. He is the founder of four book series and has published widely with over forty authored monographs, edited volumes, and special issues in journals. His book series include Digital Education and Learning (Palgrave) and Advances in Digital Language Learning and Teaching (Bloomsbury). He is a Principal Fellow of the Higher Education Academy and honorary research professor at the University of South Africa.
