The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
Ethical artificial intelligence for teaching-learning in higher education
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Recent studies show that students who learn in an environment where ethical values are lived-not just stated-are more receptive to topics related to algorithmic responsibility and show a greater willingness to engage in reflections on the regulation of AI [43,48-50].”
Citations
Cites
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0171-0 · Cited by 7,242
The global landscape of AI ethics guidelines
Jobin, A., Ienca, M., & Vayena, E. (2019) · Nature Machine Intelligence · doi:10.1038/s42256-019-0088-2 · Cited by 6,220
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., Luetge, C., Madelin, R., Pagallo, U., Rossi, F., et al. (2018) · Minds and Machines · doi:10.1007/s11023-018-9482-5 · Cited by 4,774 · cited 3×
“Considering these similarities, AI4People (Floridi et al., 2018 ), an Atomium-European Institute for Science, Media and Democracy (EISMD) initiative designed to lay the foundations for a “Good AI Society”, offers a synthesis of existing sets of principles produced by various reputable, multi-stakeholder organizations…”
InfluentialKnowledge, Knowledge Work and Organizations: An Overview and Interpretation
Blackler, F. (1995) · Organization Studies · doi:10.1177/017084069501600605 · Cited by 2,498
Artificial intelligence in higher education: the state of the field
Crompton, H., & Burke, D. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00392-8 · Cited by 2,010 · cited 3×
“This study will build upon the findings of Zawacki et al. ( 2019 ), Hinojo-Lucena et al. ( 2019 ), Ouyang et al. ( 2022 ), and Crompton and Burke ( 2023 ) concerning the use of AIED in higher education.”
Activity Theory as a Potential Framework for Human-Computer Interaction Research
Kuurti, K. (1995) · The MIT Press eBooks · doi:10.7551/mitpress/2137.003.0006 · Cited by 1,717
Artificial intelligence in education : challenges and opportunities for sustainable development
Pedró, F., Subosa, M., Rivas, A., & Valverde, P. (2019) · MINISTERIO DE EDUCACIÓN · Cited by 902
Morley, J., Floridi, L., Kinsey, L., & Elhalal, A. (2020) · Science and Engineering Ethics · doi:10.1007/s11948-019-00165-5 · Cited by 882 · cited 2×
“Third, difficulty to ensure that the same meaning is intended between these set of principles, despite their slightly different terminology (Morley et al., 2020 ).”
Ouyang, F., Zheng, L., & Jiao, P. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10925-9 · Cited by 831
Research works printed but not linked: 3
- Bates, T., Cobo, C., Mariño, O., & Wheeler, S. (2020). Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education, 17, 42. https://doi.org/10.1186/s41239-020-00218-x. · DOI
- Blackler, F., Crump, N., & McDonald, S. (2000). Organising processes in complex activity networks. Organisation, 7(2), 277–300.
- Nicolini, D. (2012). Practice theory, work & organization. Oxford University Press.
Cited by
Sorted by citations
Oncioiu, I., & Bularca, A. R. (2025) · Societies · doi:10.3390/soc15060144 · Cited by 64
Blahopoulou, J., & Ortiz-Bonnin, S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13575-9 · Cited by 50
“Thus, contrary to expectations, AI may help enhance human teaching rather than replacing it (Airaj, 2024).”
Study on the Impact of Artificial Intelligence on Student Learning Outcomes
Sasikala, P., & Ravichandran, R. (2024) · Journal of Digital Learning and Education · doi:10.52562/jdle.v4i2.1234 · Cited by 76
Lin, M. P.-C., Liu, A. L., Poitras, E., Chang, M., & Chang, D. (2024) · Sustainability · doi:10.3390/su16208992 · Cited by 72
AI in higher education: A bibliometric analysis, synthesis, and a critique of research
Lachheb, A., Leung, J., Abramenka‐Lachheb, V., & Sankaranarayanan, R. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.101021 · Cited by 64
Ning, Y., Zheng, H., Wu, H., Jin, Z. M., Chang, H., & Wijaya, T. T. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13477-w · Cited by 43
“In the field of education, Artificial Intelligence (AI) has brought transformative changes, providing innovative tools and methods to enhance teaching effectiveness and reshape learning approaches (Airaj, 2024; Chiu et al., 2024).”
Zuo, Z., Luo, Y., Yan, S., & Jiang, L. (2025) · Systems · doi:10.3390/systems13080664 · Cited by 29
Polat, M., Karataş, İ. H., & Varol, N. (2025) · Leadership and Policy in Schools · doi:10.1080/15700763.2024.2412204 · Cited by 28
“Conversely, the number of review studies (Airaj, 2024; Homayouni et al., 2024; Khreisat et al., 2024; Klimova et al., 2023) on the current state of academic studies on the subject is relatively limited.”
AccessiLearnAI: An Accessibility-First, AI-Powered E-Learning Platform for Inclusive Education
Stelea, G. A., Robu, D., & Sandu, F. (2025) · Education Sciences · doi:10.3390/educsci15091125 · Cited by 24
Muringa, T. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1628019 · Cited by 24
Shahzad, M. F., Xu, S., An, X., Asif, M., & Javed, I. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2524838 · Cited by 22
“Additionally, ethical and moral concerns are basic issues addressed in prior research (Airaj, 2024; Bin-Nashwan et al., 2023).”
Abulibdeh, A. O. (2025) · Sustainable Futures · doi:10.1016/j.sftr.2025.101033 · Cited by 39
To use or not to use? Generative AI adoption in Chinese business schools
Yu, T., Dai, J., Chen, X., & Wang, C. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101323 · Cited by 22
Dong, Y. (2026) · Humanities and Social Sciences Communications · doi:10.1057/s41599-026-06903-y · Cited by 33
Nnaji, I. L., Ayanwale, M. A., Ukeje, I. O., Ekwunife, R. A., Igwe, C. M., Okwor, E. O., & Nwuzor, C. I. (2026) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.102348 · Cited by 33
Integrating Artificial Intelligence in Education:
Wangdi, P. (2024) · International Journal on Research in STEM Education · doi:10.33830/ijrse.v6i2.1722 · Cited by 28
Integrating ChatGPT into the Design of 5E-Based Earth Science Lessons
Choi, Y. (2025) · Education Sciences · doi:10.3390/educsci15070815 · Cited by 20
Šević, N. P., Šević, A., Slijepčević, M., & Krstić, J. (2025) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/17246 · Cited by 24
Kranthi, A. K., Rai, A., & Showry, M. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104365 · Cited by 11
Choi, Y. (2025) · Sustainability · doi:10.3390/su17072962 · Cited by 12
Colasante, M. (2024) · Teaching in Higher Education · doi:10.1080/13562517.2024.2367655 · Cited by 9
“Comparatively, in another higher education study, Airaj (2024) uses third-generation activity theory to illustrate three interacting activity systems for the respective subjects/ actors of human teachers, AI teachers, and students, with attention given to their partially shared objects.”
Kaşarcı, İ., Akın Demircan, Z., Çeliker Ercan, G., & İnci, T. (2025) · International Journal of Current Educational Studies · doi:10.46328/ijces.223 · Cited by 8
“A central pattern emerging from the analysis is the predominance of studies focused on individual-level perceptions, attitudes, and ethical awareness among students and academic staff (supported by Airaj (2024); 2025)).”
Zou, H., Chan, K. I., Pang, P. C., Manditereza, B., & Shih, Y.-H. (2025) · Education Sciences · doi:10.3390/educsci15111431 · Cited by 8
Клочко, О. (2024) · Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems · doi:10.31652/2412-1142-2024-72-14-26 · Cited by 24
Isop, W. (2025) · Frontiers Artif. Intell. · doi:10.3389/frai.2024.1377938 · Cited by 8
“…al., 2023; Li et al., 2023), or with focus on higher education (Ashok et al., 2022; Schiff, 2022; Ninaus and Sailer, 2022; Nguyen et al., 2023; Chan, 2023; Allen and Kendeou, 2024; Airaj, 2024), are typically high-level and do not investigate on low-level models, properties and according guidelines.”
Integrating AI in Higher Education
Daraai, S. B. A., Maqrashi, M. A., Zakwani, M. A., & Shaikh, Z. A. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2145-4.ch008 · Cited by 8
Ethics in AI for energy systems safety
Arunthavanathan, R., Sajid, Z., & Amin, M. T. (2024) · Methods in chemical process safety · doi:10.1016/bs.mcps.2024.08.002 · Cited by 7
The Impact of AI on Higher Education Trends and Educational Horizons
Li, T., Yusof, S. B. M., Abuhassna, H., & Qi, P. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-5550-4.ch001 · Cited by 6
Başarmak, U., & Ateş, H. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-13975-5 · Cited by 6
“…such as algorithmic opacity, data privacy, surveillance risks, and bias shape perceived risk, trust, and perceived control, influencing whether PSTs evaluate AI-mediated recommendations as appropriate and safe for instructional use (Al-Zahrani & Alasmari, 2024; Airaj, 2024; Sharma & Singh, 2024).”
A Human-centric Approach to Explain Evolving Data: A Case Study on Education
Casalino, G., Castellano, G., Mitri, D. D., Kaczmarek‐Majer, K., & Zaza, G. (2024) · IEEE Conference on Evolving and Adaptive Intelligent Systems (EAIS) · doi:10.1109/eais58494.2024.10569098 · Cited by 6
“However, this technological shift has not been without its challenges, as it raises several ethical, accountability, and transparency issues that demand immediate and careful consideration [1], [2].”
BackgroundLi, C., & Long, J. (2025) · Information · doi:10.3390/info16100895 · Cited by 16
“In particular, the rapid breakthroughs of Generative Artificial Intelligence (Generative AI) in natural language processing and human–computer interaction have profoundly disrupted traditional educational models and created opportunities for deep structural transformation [1–3].”
He, H. J. (2025) · Discover Artificial Intelligence · doi:10.1007/s44163-025-00597-y · Cited by 5
Koukaras, C., Stavrinides, S. G., Hatzikraniotis, E., Mitsiaki, M., Koukaras, P., & Tjortjis, C. (2026) · Telecom · doi:10.3390/telecom7010002 · Cited by 10
“In addition, working to remove bias in AI systems, which can be problematic in forecasting academic performance or college admission, is important in AITE [18,135].”
InfluentialVuc, D. E., Stroe, V. D., Fanea‐Ivanovici, M., Pană, M.-C., & Maftei, R. (2025) · Sustainability · doi:10.3390/su18010137 · Cited by 8
Qadhi, S. M., Alduais, A. M. S., Chaaban, Y., & Khraisheh, M. A. M. (2026) · The International Information & Library Review · doi:10.1080/10572317.2026.2626122 · Cited by 7
“This is essential to address issues related to academic misconduct, data privacy, transparency, and accountability concerns (Airaj, 2024; Chan, 2023a; Santiago et al., 2023; Xu et al., 2024).”
Suhud, U., Nair, S., Hoo, W. C., Sihotang, D. S., Gaffar, V., Abror, A., Shahril, A. M., Nupueng, S., & Aujirapongpan, S. (2026) · Sustainability · doi:10.3390/su18147081 · Cited by 4
Navigating Ethical Dilemmas in the Implementation of AI-Driven Educational Technologies
Ismail, M., Madathil, N. T., Alalawi, M., Alalawi, S., & Alrabaee, S. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016612 · Cited by 4
“The ethical challenges of using AI in education, such as data privacy, security risks, and algorithmic bias, require robust policies and frameworks to ensure equitable use [21], [25], [30], [32], [36].”
Eğitimde Yapay Zekâ Etiği ve Politikaları: Finlandiya, Güney Kore ve Türkiye Örneği
Özenç, Y. Y. (2025) · Siirt Eğitim Dergisi · doi:10.58667/sedder.1777959 · Cited by 4
The Digital Educator's Toolkit: Leveraging AI for Effective Learning Analytics
Rodriguez, A. R., Chiappe, A., & González, E. O. (2025) · Multidisciplinary Journal for Education Social and Technological Sciences · doi:10.4995/muse.2025.23163 · Cited by 4
“This entails safeguarding privacy and incorporating transparency mechanisms to ensure appropriate data usage (Airaj, 2024).”
Shapiro, S. J., & Lam, V. D. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-1195-1.ch006 · Cited by 4
Fan, S., & Muyunda, G. (2025) · Futurity Education · doi:10.57125/fed.2025.09.25.10 · Cited by 3
“International studies often emphasise technologically advanced environments, while African research frequently addresses obstacles without robust evaluation of AI’s impact on learning outcomes (Airaj, 2024; Gardner et al., 2021; Mhlanga, 2022; Reiss, 2021).”
InfluentialLam, D. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2636441 · Cited by 6
Desafíos y Perspectivas de la Investigación Formativa en Tiempos de Inteligencia Artificial
Quiroz-Valenzuela, R. J. (2026) · Revista Docentes 2 0 · doi:10.37843/rted.v19i1.778 · Cited by 3
Mota, F. B., Cabral, B. P., Pinto, C. D., Braga, L. A. M., Comarú, M. W., & Lopes, R. M. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1813497 · Cited by 5
Glushkova, T. A., & Staribratov, I. (2025) · Digital education and learning · doi:10.1007/978-3-032-03977-4_5 · Cited by 3
Mahajan, P. T. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5339873 · Cited by 3
Research on the refinement of college student education management based on artificial intelligence
Lai, Q. (2025) · Discover Artificial Intelligence · doi:10.1007/s44163-025-00651-9 · Cited by 5
“The intelligence technology in institutional education management systems refinement is defined as an integral part of intelligent methods and applications [5].”
Candel, E. C., Pérez, A. L., Berd-Gómez, R., & González-Martín, A. M. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2641323 · Cited by 8
Obied, A. S., & Ali, A. H. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1906579 · Cited by 3
Pillpe, G. R., & Inca, K. S. M. (2024) · REVISTA VERITAS ET SCIENTIA - UPT · doi:10.47796/ves.v13i01.962 · Cited by 2
Research Trends and Networks in Self-Explaining Autonomous Systems: A Bibliometric Study
Peña-Cáceres, O., Silupu, E. R. G., Aguilar-Chuquizuta, D., & Silva-Marchan, H. (2025) · Computers, materials & continua/Computers, materials & continua (Print) · doi:10.32604/cmc.2025.065149 · Cited by 2
Bruyaka, A., Коваленко, В. В., Marienko, M., Semerikov, S. O., & Shyshkina, M. P. (2025) · Educological discourse · doi:10.28925/2312-5829/2025.3.1 · Cited by 9
Wu, J., Pan, J., Zhou, Y., Liu, M., Li, Y., & Huang, R. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.101056 · Cited by 4
Li, Y., Li, C., & Wang, F. (2025) · Information Sciences · doi:10.1016/j.ins.2025.122032 · Cited by 1
RetractedAnnamalai, S., Ramnath, R., Antony, S., & Devi, S. B. (2025) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3373-2262-9.ch017 · Cited by 1
AI-Smart Technologies Digitally Transformed Higher Education Institutions
van Wyk, M. M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-8915-7.ch004 · Cited by 1
Leveraging AI in Higher Education Teaching and Learning: Opportunities and Challenges Ahead
Srivastava, N., Srivastava, A., & Rao, P. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83662-066-220251007 · Cited by 1
Choi, Y.-S., & Kim, M. (2025) · Journal of the Korean earth science society · doi:10.5467/jkess.2025.46.3.226 · Cited by 1
Fan, N. (2025) · doi:10.1109/icaie64856.2025.11158646 · Cited by 1
“The systems’ inability to explain their decisions hampers trust, complicates error resolution, and raises accountability concerns [13].”
Fostering and Cultivating Human‐ AI Collaboration and Partnerships in an Evolving Workplace
Allen, J., Rorissa, A., Alemneh, D. G., Agarwal, N. K., & Hawamdeh, S. (2025) · Proceedings of the Association for Information Science and Technology · doi:10.1002/pra2.1365 · Cited by 1
Pedagogically Intelligent Smart Campuses for AI-Mediated and Equity-Centered Knowledge Production
Alam, A. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-6831-3.ch010 · Cited by 1
Fan, Y., & Ouyang, F. (2026) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2026.2618550 · Cited by 2
“In contrast, the results further suggested that human-AI collaboration enhanced existing learning differences rather than reducing them, requiring targeted interventions for students with limited self-regulatory capabilities (Banihashem et al., 2025; J € arvel € a & Hadwin, 2024).”
InfluentialArtificial intelligence in education in the new era: Opportunity or challenge?
Huang, X. (2026) · Universal Access in the Information Society · doi:10.1007/s10209-026-01318-7 · Cited by 2
“Airaj et al. [ 56] note that human-machine collaboration, through the complementary functions and multi-scenario cooperation between human educators and AI, reshapes the subject-object relationship in education, forming a dynamic, bidirectional, and collaborative new educational interaction model.”
Xie, L., & Zhang, H. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2662456 · Cited by 3
“In the realm of education, AI presents novel opportunities for pedagogical reform and reshaping learning paradigms (Airaj, 2024).”
LaFrance, J. A. (2026) · Educational Policy · doi:10.1177/08959048261450995 · Cited by 1
Xia, Q., Aldharman, N. S., & Chiu, T. K. F. (2026) · TechTrends · doi:10.1007/s11528-026-01203-3 · Cited by 2
“These findings confirm that need satisfaction leads to the formation of optimistic perception toward AI (Airaj, 2024; Kim et al., 2020); learners’ perception, including ethic and social good to AI, contribute positively to SRL with AI, which ties nicely with the results of previous experiments and…”
InfluentialZhang, J., & Baharudin, A. M. (2025) · Environment and Social Psychology · doi:10.59429/esp.v10i4.3515 · Cited by 1
AI in Universities: The Good, the Bot, and the Ugly TruthsPreprint
Adewusi, M. A., Ainebyoona, C., Odekeye, O. T., & Ngoma, M. (2025) · Research Square · doi:10.21203/rs.3.rs-6883202/v1 · Cited by 4
Na, R., & Tayrattanachai, N.-O. (2025) · Forum for Linguistic Studies · doi:10.30564/fls.v7i6.8487
“Within the Chinese educational context, the teaching of solfeggio holds particular significance due to the tonal nature of Mandarin and other Chinese dialects [13] .”
Pedagogical Opportunities and Practices in Science Lesson Design Using Generative AI
Choi, Y.-S., & Ha, Y.-H. (2025) · Journal of the Korean earth science society · doi:10.5467/jkess.2025.46.4.339
Opening doors: Digital art in public sector accounting education for sustainable development
Huy, P. Q., & Phuc, V. K. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105609
Ávila, A. C., Noriega, M. D. L., & Hernández, L. Z. (2025) · European Public & Social Innovation Review · doi:10.31637/epsir-2026-2178
Salsabilla, N., Khasanah, S. U., Harahap, D. P., Mubrian, A. M., & Shaleh, S. (2025) · Didaktika Jurnal Kependidikan · doi:10.58230/27454312.3206
“Sebanyak 58% guru MI belum memahami konsep Higher Order Thinking Skills dengan baik, dan 62% mengalami kesulitan merancang instrumen penilaian berbasis Higher Order Thinking Skills (Airaj, 2024).”
Nimrud, A. H., Al-Rubay, S. H. A., Ali, Z. A. A. W., Hasan, M., Hamza, A. A., Read, S. A., & Madi, A. (2025) · International Conference on Cyber Resilience (ICCR) · doi:10.1109/iccr67387.2025.11292580
“Notably, BERT without governance layers [51] yields high accuracy but lacks ethical accountability enforcement, reducing its practical applicability in regulated environments [58].”
Okafor, M. U., Shaoan, M. R., Arif, M., Namanyane, T., & Feng, M. (2025) · Kwartalnik Pedagogiczny · doi:10.31338/2657-6007.kp.2025-2.4
AI-Driven Tutoring in English Literature: Fostering Deeper Interpretation and Student Engagement
Hadrian, D. R., Caroline, D., Niveditha, R., Yazhini, V., Mahalakshmi, L., & Nirmala, J. G. (2025) · IEEE International Conference on ICT in Business Industry & Government (ICTBIG) · doi:10.1109/ictbig68706.2025.11323730
“The study found a relationship between thoughtfulness and math ability [3].”
Mensah, E. G., Amutenya, T., Nyamekye, E., Ampem, I. O., & Sarfo, F. O. (2026) · Discover Artificial Intelligence · doi:10.1007/s44163-025-00805-9 · Cited by 1
“Ensuring ethical use of AI tools in higher education domains remains a serious concern for institutional policymakers globally [3].”
Chu, R., Foong, L. M., & Lim, S. C. J. (2025) · IEEE International Conference on Engineering Education (ICEED) · doi:10.1109/iceed66794.2025.11400197
Soni, K. (2026) · Journal on Innovations in Teaching and Learning · doi:10.46632/jitl/5/1/8
What behavioral factors explain ethical engagement with ChatGPT among business students?
Ahmed, T., Rocky, K. H., Rahman, S. A., & Hasan, M. J. (2026) · AI and Ethics · doi:10.1007/s43681-026-01071-w
Ayantaş, T. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-6063-8.ch006
Research on the Construction of AI-Based Personalized Learning Paths and Curriculum Design
Sun, Y., Chen, B., & Li, C. (2026) · International Conference on Educational and Information Technology · doi:10.1109/iceit68991.2026.11521784
Human-Centered Approaches to Digital Learning Platforms
Gangai, K. N., Swapnil, C. A., Naipaul, J., & Agrawal, R. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-1613-8.ch006
Ethical AI in Educational Administration
Sharma, A., Verma, D., Pundeer, S., & Kumar, P. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-0467-8.ch008
Epistemic Stewardship and Pedagogies of Reasoning in AI-Mediated Statistics Classrooms
Alam, A. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-6259-5.ch005
Enhancing ESP Learning with Content-Based Instruction and 21st-Century Skills
Ahmad, S., & Tuomainen, S. (2026) · Baltic Journal of English Language Literature and Culture · doi:10.22364/bjellc.16.2026.01
Pramjeeth, S., & Ramgovind, P. (2025) · African Journal of Inter/Multidisciplinary Studies · doi:10.51415/ajims.v8i1.3663
Cross-cultural transfer learning framework for ideological education in global AI ethics governance
Lv, J., & Dong, Y. (2026) · Discover Artificial Intelligence · doi:10.1007/s44163-026-01232-0
“Tactics to improve the cross-cultural aspects of AI development involve the IT-mediated learning style that facilitates situational construction, topic resource interactions, and scaffolding, which are encapsulated within the socio-cultural hypothesis [19, 20].”
Beghi, E., Torelli, C., Diolaiuti, G., & Senese, A. (2026) · Education Sciences · doi:10.3390/educsci16060893 · Cited by 1
Gong, F., & Lai, W. (2026) · International Conference on Recent Trends in Computer Science and Technology (ICRTCST) · doi:10.1109/icrtcst68392.2026.11545242
“…the main entities in education like student, instructor, learning material, topics, assessments and activities and the edges describe the semantic and behavioral relationship between these things like a student logs in to watch a video, completes a quiz, or does something with another student [14].”
Aligning AI with human values: Design principles for human-centered AI
Göbels, V. P., Fischer-Preßler, D., Guhl, J., Manca, T., Alischer, N., & Kutz, J. (2026) · Procedia CIRP · doi:10.1016/j.procir.2026.05.296
Jishuang, L., Osman, K., & Kutty, F. M. (2026) · Technology and Disability · doi:10.1177/10554181261461016
Coşkun, L. (2026) · Uluslararası Eğitim Araştırmacıları Dergisi · doi:10.52134/ueader.1857557
Liu, L., Xie, Y., Liu, W., Hu, Y., Liu, X., & Tian, Y. (2026) · Communications in computer and information science · doi:10.1007/978-3-032-30833-7_9
Examining the Ethical and Social Implications of Using AI and Deep Learning in Higher Education
Rawahi, A. A., Hinai, S. A., & Wahibi, M. A. (2026) · Procedia Computer Science · doi:10.1016/j.procs.2026.06.341
Perona, M. I. J., Jiménez, M. Á. F., de Vicente, D. P., & Olivencia, J. J. L. (2026) · European Journal of Educational Research · doi:10.12973/eu-jer.15.4.1081
Alwaqdani, M. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14095-w
“Concerns related to fairness and data governance also help explain why pedagogical integration remained limited in these profiles, as highlighted in recent discussions of AI ethics in education (Airaj, 2024).”
Artificial intelligence as a pedagogical companion for STEM research learning in higher education
Valentine Joseph Owan, P. D. (2026) · Discover Education · doi:10.1007/s44217-026-01906-y · Cited by 1
AI Stem Separation Tools in the Aural Skills Classroom
Hosken, F. (2026) · Journal of Music Theory Pedagogy · doi:10.15763/issn.2994-7073.2026.39.39-58
El uso responsable de la Inteligencia Artificial en educación superior
García, M. G., Meza, C. K. A., Gómez, A. L., & Garcia-Milà, P. (2026) · Revista Interuniversitaria de Formación del Profesorado Continuación de la antigua Revista de Escuelas Normales · doi:10.6018/rifop.699161
Metadata
- Authors
- Airaj, M.
- Affiliations
- Sidi Mohamed Ben Abdellah University (MA)
- Corresponding author
- Airaj, Mohammed
- ORCID
- Airaj, Mohammed
- Venue
- Education and Information Technologies
- Published
- 2024-02-21
- Volume
- 29
- Issue
- 13
- Pages
- 17145-17167
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W4392016362
- Cited by
- 115
- References
- 48
- Citations by year
- 2026: 55 · 2025: 50 · 2024: 10
- FWCI
- 43.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Ethics and Social Impacts of AI
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ethical artificial intelligence, artificial intelligence in education, human-centered AI, AI teachers, data privacy, educational technology ethics, equitable access to knowledge, personalized learning, critical thinking
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
