The Role of Generative Artificial Intelligence in Supporting Student Learning in Postsecondary Education
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 31 January 2025 | Viewed by 967
Special Issue Editors
Interests: mixed-methods research; student wellbeing; curriculum; pedagogy and assessment; artificial intelligence and assessment
Interests: judgement and decision making; risk communication; choice architecture; inclusive education; artificial intelligence and assessment
Special Issue Information
Dear Colleagues,
With the availability and popularity of generative artificial intelligence (GenAI), the relationship between technology and education has evolved significantly in recent years. This Special Issue explores the multifaceted ways in which GenAI can support student learning, enhance pedagogical practices and transform the educational landscape in postsecondary education.
With its capacity to analyze data, generate content and personalize learning experiences, GenAI has the potential to reshape how students engage with course materials, interact with instructors and navigate their educational journey. The topics explored in this Special Issue aim to capture the breadth of this technological impact, from theoretical perspectives to practical applications, including the following:
- The use of GenAI in enhancing student learning experiences: How can GenAI tools facilitate personalized learning pathways, provide feedback and support student progress?
- Pedagogical strategies integrating GenAI: How are educators leveraging or integrating GenAI to design curriculum, deliver content and evaluate student outcomes?
- Integration of GenAI in formative and summative assessment activities: How can AI tools be integrated into formative and summative assessment activities, and how can they support personalized feedback and understand assessment criteria?
- Ethical considerations and challenges: What ethical considerations arise with the integration of GenAI in postsecondary education, and how can they be addressed?
- Comparative studies: How do different educational institutions and disciplines utilize GenAI to support teaching and learning? How do different types of students (for instance, neurotypical vs. neurodiverse) experience and interact with GenAI tools?
This Special Issue welcomes empirical research, qualitative, quantitative or mixed-methods analysis, systematic reviews and case studies that explore the integration of GenAI in postsecondary education.
We hope that this Special Issue will promote dialogue and innovation, and provide a platform for exploring the transformative potential of GenAI in postsecondary education.
Dr. Rebecca Upsher
Dr. Claire Heard
Dr. Sumeyra Yalcintas
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- generative artificial intelligence
- pedagogy
- postsecondary
- higher education
- curriculum design
- student learning
- assessment
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Exploring Staff and Student Perspectives on Students' Use of Generative Artificial Intelligence in Higher Education: A Qualitative Study
Authors: Dr Rebecca Upsher; Dr Sumeyra Yalcintas; Dr James Findon; Dr Claire Heard
Affiliation: Department of Psychology, King’s College London, London SE1 1UL, UK
Abstract: Students and staff reflected on the impact of Generative Artificial Intelligence (GenAI) on students' wellbeing, learning, and employability while raising issues regarding equity, inclusivity, and ethics in higher education. Whilst some were concerned about threats to academic integrity, many believed the rise of GenAI promoted important discussions on general assessment limitations that need to be addressed across the sector. Robust guidance for students and adaptive assessment strategies were posed as solutions to navigate these challenges.
