arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2510.17753v3 Announce Type: replace-cross Abstract: As human-AI interactions increasingly reshape social and research landscapes, the risks of overreliance, cognitive offloading, and the nuance...
arXiv:2608.21391v1 Announce Type: cross Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
arXiv:2609.10489v1 Announce Type: new Abstract: AI literacy provides foundational competencies that support ethical, transparent, and sustainable technological development, although higher-order capa...
arXiv:2608.29950v1 Announce Type: cross Abstract: As artificial intelligence (AI) is increasingly integrated into social-emotional learning (SEL) initiatives, the need for evidence-based policy has b...
arXiv:2609.07715v1 Announce Type: cross Abstract: The hype around generative AI seems to promise unprecedented productivity (and learning) gains. However, these technologies' increasing agentic featu...
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i. e.
arXiv:2606. 10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.
arXiv:2606. 09041v1 Announce Type: cross Abstract: Research on artificial intelligence in education (AIED) is rapidly expanding, yet technical progress often lacks human-centered grounding and adequate attention to cultural context.
AI learning tools are rapidly entering classrooms, but evidence about whether they help students learn is mixed and rests mostly on test scores. Comparatively less research addresses whether the use o...
The article examines how three elementary teachers implemented a conversational AI‑based curriculum using the ToyTalk platform during a three‑week summer camp. Over 13 instructional days, teachers employed adaptive practices—repair, differentiation, translation, and balancing—to navigate tensions among technology, learners, and instruction. Their understanding of AI and instructional roles evolved throughout the camp, leading to design implications for deploying conversational AI in elementary classrooms.
arXiv:2607. 12295v1 Announce Type: cross Abstract: The rapid integration of artificial intelligence (AI) and generative AI (GenAI) into education presents significant opportunities to enhance teaching and learning, while raising ethical concerns about the responsible use of these technologies in educational settings.