High-stakes English proficiency tests treat standardized, unaided performance as evidence for score interpretations about academic English proficiency. This interpretation remains meaningful, but as target language use domains increasingly involve generative AI, the extrapolation from unaided test performance to academic communicative readiness becomes less self-evident.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
By J. Paul Liu, Rachel Levy
arXiv:2606. 00040v1 Announce Type: cross Abstract: As Generative AI (GenAI) becomes integral to education, fostering GenAI literacy is critical.
By Angxuan Chen, Jiyou Jia
arXiv:2607. 21306v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems.
By Verona Teo, Raghav Jain, Tobias Gerstenberg, Max Kleiman-Weiner
arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.
By Shahin Hossain
arXiv:2608. 11259v1 Announce Type: cross Abstract: Many AI tutors leverage large language models (LLMs) today.
By Tushar Udeshi, Anna Khazenzon, Kabir Khan, Nick Breen, RJ Corwin, Chris DiGiano, Kodi Weatherholtz, Marek Zaluski
arXiv:2607. 13041v1 Announce Type: cross Abstract: Large Language Model (LLM) based AI educational content generation systems are increasingly being developed, yet no standardised benchmark exists to systematically evaluate them.
By Ravidu Suien Rammuni Silva, Ahmad Lotfi, Isibor Kennedy Ihianle, Golnaz Shahtahmassebi, Jordan J. Bird
arXiv:2607. 28647v1 Announce Type: cross Abstract: This paper presents ConnectED, a human-centered AI system that supports the full instructional lifecycle in Vietnamese education by linking curriculum-aligned lesson design, interactive student learning, and feedback-driven refinement.
By Thang Doan Viet, Anh Nguyen Hoang, Tinh Luong Son, Anh Hoang Thi Ngoc, Huyen Giang Thi Thu, Tai Le Quy
arXiv:2607. 00211v1 Announce Type: new Abstract: Epistemic thinking plays a central role in students' learning processes when applying generative artificial intelligence (GenAI), particularly in programming contexts where learners must construct queries, evaluate and validate AI-generated outputs, and regulate problem-solving strategies.
By Mengqian Wu
arXiv:2606. 07544v1 Announce Type: cross Abstract: Middle school is a key window for building core academic skills and the learning routines students carry into later grades, yet many students still fall behind because help is often limited and comes too late, after they have already been stuck for a while.
By Misan Paul Etchie, Taiwo Olutosin
arXiv:2604. 01114v3 Announce Type: replace-cross Abstract: As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools.
By Griffin Pitts, Neha Rani, Weedguet Mildort
arXiv:2605. 05598v2 Announce Type: replace Abstract: The proliferation of large language models (LLMs) in educational settings has paradoxically undermined the cognitive processes they purport to support.
By Ran Bi, Shiyao Wei, Yuanyiyi Zhou