Artificial Intelligence as a Form of Social Expression in Education Vol. 20 No. 2 (July–December 2025)

CALL FOR PAPERS
Vol. 20, No. 2 (July–December 2025)

Monographic Section

Artificial intelligence as a form of social expression in education

Inteligencia artoficial como forma de expresión social en la educación

Gues Editors:

Dra. Mari-Carmen Caldeiro-Pedreira, Universidad de Santiago de Compostela (España)
Dra. Paula Renés-Arellano, Universidad de Cantabria (España)
Dra. Lucie Rohlíková, University of West Bohemia, Pilsen (Czech Republic)

Focus

Technological progress has enabled major advances, not only at a social level but also in education. The techno-educational-communication teaching model, which emerged in response to the pandemic, meant that various educational institutions had to adapt to new distance teaching and learning processes, with the internet as a key tool, and, building on this, the progressive growth of Artificial Intelligence (AI). In this regard, in light of the most recent developments, it can be said that intelligence is no longer an exclusively human faculty but is now accompanied by the term ‘artificial’. In this regard, it is possible to replicate virtually any human activity artificially. All of this requires the acquisition of skills that enable us to identify the many ways in which work may be affected by the widespread use of new technologies. Furthermore, it is worth bearing in mind the promising opportunities that may arise from the effective use and realisation of the potential of these innovative tools. In this regard, as the United Nations Educational, Scientific and Cultural Organisation [UNESCO] (2019) has already pointed out, ‘Artificial Intelligence (AI) offers the potential to address some of the greatest challenges facing education today, to innovate teaching and learning practices, and to accelerate progress towards achieving SDG 4’. It is therefore necessary to “ensure that AI is human-centred and trustworthy” (European Commission, 2023). In this regard, within the European context, the work of the Commission and the Member States – which seek to promote excellence in AI by creating synergies in policy and investment – takes on particular significance. Thus, the 2021 review of the Coordinated Plan on AI sets out a vision to accelerate progress, take action and align priorities with the current European and global AI landscape, and to implement the AI strategy. Undoubtedly, AI opens up opportunities across various fields of knowledge whilst enabling the integration of such technologies into virtually all professions. In this regard, it creates new employment opportunities; in the field of education, and if we understand it as educational innovation, it presents a challenge for the academic community. Learners and teachers must adapt to a changing reality that opens up new opportunities for acquiring knowledge and enables the development of skills required for future professional practice. It is therefore important to take into account the attitudes and perceptions of both groups towards AI. In light of this, it is proposed that, from higher education and the final years of secondary education – a stage at which students are presumed to have a greater degree of moral and cognitive development – this technology should be included in the curriculum.

However, it must not be forgotten that training in the field of artificial intelligence tools must go hand in hand with reflection and the strengthening of the entire academic community, from a perspective that considers the social function of education. It is necessary to promote the ethical and moral values underpinning the development of AI from the perspective of various professionals in the social sciences, by encouraging research, reflection and theoretical reviews that foster actions and proposals designed to empower teachers and learners to acquire ethical media skills in digital environments, thereby transforming and enhancing a critical, respectful and responsible citizenry. This philosophy is in line with the view that ‘the benefits of Artificial Intelligence (AI), which forms part of the digital transformation of education, cannot be realised unless teachers are equipped to navigate the constantly evolving technological landscape’ (UNESCO, 2022). Consequently, aspects such as software and the potential for hate speech to be reproduced on social media become particularly important, as does the possibility—with sufficient skills and training—of using these tools to detect, avoid or prevent such content.

References

Comisión Europea (2023). Enfoque europeo de la inteligencia artificial. Comisión Europea. https://bit.ly/3XNV6dN

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO]. (2019). La inteligencia artificial en la educación. UNESCO. https://bit.ly/4d9ge2f

UNESCO. (15 de noviembre de 2022). La UNESCO apoya la definición y el desarrollo de competencias en materia de IA para los docentes. UNESCO. https://bit.ly/4e5ivg9

Descriptors

This special issue of the journal will focus primarily on the following thematic areas, although these are intended merely as a guide and may be expanded upon through the proposals submitted.

AI Impact
Risks associated with the use of AI
Skills in the age of AI
AI and training
AI as a form of social expression in education
Experiences of using AI in education
Students’ attitudes and perceptions towards AI training
Hate speech

Questions

The following questions are proposed to encourage participation from the educational community, institutions, and researchers:

How can we understand the value of AI and its educational potential?
What are the main challenges and risks that we must address in today’s post-digital society, and what is the potential of AI?
What are the potential advantages and/or disadvantages of working with AI?
What moral and ethical principles underpin the use of AI in education?
Will AI replace teachers, or will it simply support teaching?
What does the future hold for education, given the rise and advancement of AI?

About the Guest Editors

Dra. Mari-Carmen Caldeiro Pedreira, Universidad de Santiago de Compostela (España), (mcarmen.caldeiro@usc.es)

PhD in Communication and Education from the University of Huelva (Spain); Bachelor’s degree in Humanities with a specialisation in Moral Philosophy from the University of Santiago de Compostela. She is currently a full-time lecturer at the University of Santiago de Compostela and a collaborator at the UNED Associated Centre in Lugo (Spain). She also serves as Coordinator of the Teaching Placement and Final Teaching Project for the Continuing Professional Development Course in Pedagogy and Didactics for Vocational Training Teachers, which is delivered at the Faculty of Teacher Training in Lugo (Spain). Previously, she has lectured at the Universities of Santiago de Compostela, Cantabria, Huelva and Navarra (Spain), at the University of Playa Ancha (Chile) and the Technical University of the North (Ecuador), and worked as a researcher at the Centre for Higher Education in Prague (Czech Republic). She sits on the editorial boards of journals such as *Comunicar*, *Estilos de Aprendizaje*, *NAER*, *ICONO 14* and *Aula Abierta*, amongst others. She is an active member of the Euro-American Inter-University Network for Research on Media Literacy for Citizenship (ALFAMED), the RIES Network (Network on Immigration, Education and Society) and the GEFIL Group (Galician Group for Studies on Training and Labour Market Integration), both based at the University of Santiago de Compostela

Dra. Paula Renés-Arellano, Universidad de Cantabria (España), (cpaula.renes@unican.es)

She holds a PhD in Educational Sciences and is a Senior Lecturer in the area of Theory and History of Education at the Faculty of Education, University of Cantabria (Spain). Her current research focuses on values education and the processes of media and digital literacy. This has resulted in numerous publications in academic journals, books and book chapters with national and international publishers. Furthermore, she has participated as a researcher in various research projects and serves on various organising and scientific committees at international and national conferences in her field. She is the Spanish coordinator of the ALFAMED Network, the Euro-American Inter-University Research Network ‘Alfamed’ (comprising 19 countries in Europe and the Americas), which was awarded the first global prize for Media and Information Literacy (MIL) by UNESCO in 2022.

Dra. Lucie Rohlíková, University of West Bohemia, Pilsen (Czech Republic), (lrohlik@kvd.zcu.cz)

A lecturer in the field of Education at the University of West Bohemia in Plzeň (Czech Republic), she currently works as Vice-Dean and lecturer at the Faculty of Education, University of West Bohemia in Plzeň. Her work focuses on training future teachers and coordinating university and national activities in the Czech Republic to support e-learning and university pedagogy (administration of university e-learning systems, training of authors of e-learning courses and study materials, training in the development of teachers’ pedagogical and psychological skills, management of university teaching staff, and the implementation of university and national development projects). She is the author of numerous publications and has received many awards for her work, including the Ministry of Education, Youth and Sport’s award for outstanding educational work at a university. She currently heads a research group at the University of West Bohemia in Pilsen that focuses on the use of artificial intelligence in education.

Submissions Guidelines

«Alteridad» primarily publishes empirical research results written in Spanish, English, or Portuguese; studies and selected literature reviews (state-of-the-art) are also accepted. For the Miscellaneous section, diverse contributions within the field of education are continuously peer-reviewed.

Articles must be submitted exclusively through the journal’s web portal. The submission process requires all authors to register, although only one author will be designated as the corresponding author. Two files must be submitted:

1. Article following Alteridad publication guidelines

2. Cover page and cover letter according to the provided template

Enlaces

Portal Web de «Alteridad»
Registro de autores
Normas de publicación en «Alteridad»
Portada y Carta de presentación
Protocolo de Chequeo previo

Fechas importantes

Deadline for submitting articles: 4 March 2025
Publication date of this edition: 1 July 2025