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:2607. 01255v1 Announce Type: cross Abstract: Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain.
By Jessica D\'iaz, Sonia Linio, Fernando Pescador, Daniel Martin-Fabiani
arXiv:2608. 16910v1 Announce Type: cross Abstract: National AI strategies increasingly guide governance, workforce development, innovation, and competitiveness, but less is known about how they frame education as a sector with pedagogical, cultural, ethical, and implementation demands.
By Matthew Nyaaba, Vida Awinime Bugri, Eric Kojo Majialuwe, Bismark Nyaaba Akanzire, Ibrahim Nantomah, Felicia Boateng, Patrick Kyeremeh, Benjamin Quarshie, Ellen Kwarteng, Macharious Nabang
arXiv:2411. 00631v2 Announce Type: replace-cross Abstract: This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy.
By Jasper Roe (James Cook University Singapore), Mike Perkins (British University Vietnam)
arXiv:2606. 10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.
By Fei Qin, Xiaobo Liu, Yaowen Zhang, Xuming Li, Fei Wang, Mutlu Cukurova, Jingjing Chen, Yu Zhang
arXiv:2606. 24104v1 Announce Type: cross Abstract: Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities.
By Lei Fan, Fangxue Liu