Artificial Intelligence in Education

Ethics, Literacy, Practice, and Transformation
1. Auflage 2027
ISBN: 978-1-041-29173-2
Verlag: Taylor & Francis

Buch, Englisch, 180 Seiten, Format (B × H): 156 mm x 234 mm

This book examines the foundational concepts, ethical questions, and practical applications shaping AI’s expanding role in education. Bringing together conceptual frameworks, literature-based analyses, case-informed perspectives, and practice-oriented guidance, the volume addresses urgent questions of academic integrity, authorship, student agency, AI literacy, teacher preparation, institutional readiness, governance, and equitable access.

The book guides readers from the origins, terminology, and evolving capabilities of AI in education to its implications for teaching, learning, assessment, academic writing, and institutional decision-making. Across K–12 and higher education contexts, the chapters examine both the opportunities and risks associated with generative AI and related technologies. Rather than treating AI as either a solution to embrace uncritically or a threat to resist categorically, the volume advances a balanced approach grounded in ethical clarity, pedagogical purpose, critical literacy, human judgment, and responsible innovation.

By connecting foundational theory with actionable strategies, this book equips readers to evaluate AI-driven change, respond thoughtfully to ethical and practical dilemmas, and develop context-responsive approaches to implementation. It is intended for scholars and graduate students in AI, education, pedagogy, policy, and equity; K–12 educators, higher education faculty, instructional designers, teacher educators, academic developers, and technology leaders; and policymakers and institutional leaders responsible for shaping AI-related strategy, policy, and practice.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Garza, Tiberio

Haniya, Samaa

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Sozialwissenschaften Pädagogik Berufliche Bildung Berufs- und Studienberatung, Karriereplanung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. The AI-education nexus 2. A systematic literature review of pedagogical strategies promoting academic integrity and originality in the age of generative AI 3. From cave shadows to constructed realities: A critical literature review of conversational AI in immersive learning environments for second/foreign language speaking development 4. Teacher pedagogy and AI: Designing for adaptability, engagement, and equity 5. Can AI in education be democratized? A critical reflective inquiry into equitable and scalable integration 6. Student agency in algorithmic environments: A critical realist perspective on autonomy and aspiration 7. Applied AI in academic practice 8. AI in higher education: “Hallucination” or Revelation? 9. Artificial Intelligence in the K-12 classroom 10. From AI Policing in academia to AI-human partnership: Conceptual Frameworks 11. Conclusion

Über Autor(innen)

Tiberio Garza is an Associate Professor of Research Methodology; Chair of the Department of Counseling, Recreation and School Psychology; Director of the Evaluation Research Lab at Florida International University. He is nationally recognized for evaluation awards from the American Evaluation Association (AEA), Minority Serving Institution Fellowship, and the Annie E. Casey Foundation.

Samaa Haniya is an Associate Professor of Education; in the Graduate School of Education and Psychology at Pepperdine University. Her interest lies at the intersection of emerging technologies, learning sciences and learner diversity.