Call for Papers to Ars Educandi 22 (2025) Generative Education: Pedagogy in a World of Technological Highs and Lows

2025-09-17
Generative Education: Pedagogy in a World of Technological Highs and Lows

 

Introduction

Ars Educandi is an interdisciplinary educational journal open to emerging topics and academic flashpoints, sensitive to the relationships between education, culture, and society. The upcoming issue 22 (2025) will be devoted to generative models (artificial intelligence - AI) and generative education, understood as the practice of co-creating processes and content with the participation of people and multimodal large language models (MLLM).

AI and Education: Potential, Divisions, Resistance, and Resilience

AI can support learning planning and personalisation, needs assessment, and material creation. At the same time, it raises questions about privacy, algorithmic bias, inequality, and academic integrity. We are interested not so much in simple adaptation to new technologies as in thinking beyond it, including the design of educational resistance and resilience, strengthening the agency of teachers and learners, and moving from lesson preparation to managing the process of co-generation and content selection.

However, the discussion about generative education does not take place in a vacuum. The development of AI models is designed and described by their creators and promoters. From Sam Altman, Elon Musk, Bill Gates, Geoffrey Hinton, Mustafa Suleyman, and Yann LeCun, to Polish researchers such as Andrzej Dragan and Wojciech Zaremba. It is they who, in public speeches, outline their visions and warn of the risks.

For example, Sam Altman, CEO of OpenAI, presents AI as a tool for empowerment, stating, “We think it's a tool that people will have at their disposal, and that will let them do things better, and be more creative, and be more capable” (ABC News, 2023). On the other hand, Geoffrey Hinton, often called the "godfather of AI," expresses deep concern about the technology he helped create, warning that “these things could get smarter than us and could decide to take over” (The Times of india 2025). Meanwhile, figures like Bill Gates focus on the practical applications, particularly in education, envisioning AI as a transformative force that will “give students customized support” and “give teachers relief from some parts of their jobs” (Gates, 2023).

These narratives-balancing promises of human augmentation with existential warnings and visions of practical revolution-provide an important background for pedagogical reflection. Those who develop these technologies in commercial entities decide on access to them and encourage their use in many aspects of everyday life, including education.

Therefore, we are looking for practices and reflections on designing educational resistance and resilience, strengthening the agency of teachers and learners, and moving from lesson preparation to managing the process of co-generation and content selection.

Thematic Scope (Open List)
  • AI in the education process: generative models as tutors, adaptive platforms, generative tools, and the teaching and learning process.
  • Co-generative pedagogy: from lesson preparation to managing content co-creation with AI and learners, the role of the curator and process designer.
  • Educational resistance and resilience: strategies of schools, universities, teachers, and learners in the face of technological and commercial headwinds.
  • Divisions and inequalities: who gains, who loses, how AI can bridge or widen educational gaps and create new ones.
  • Inclusive education and special educational needs: opportunities for using AI as an assistive technology; risks of stigmatisation, misdiagnosis, and the creation of new barriers.
  • The entertainment gap: the tension between the dominance of AI in popular culture and the educational use of technology, negotiating the expectations of learners.
  • Psycho-physical well-being: AI and concentration, information overload, the well-being of teachers and learners in the context of constant technological acceleration.
  • Future-ready competencies: AI literacy, collaboration with algorithms, critical verification of (co-)generated content, ethics of use.
  • The role of the teacher in the age of AI: human-machine collaboration, new competencies, organization of teaching work.
  • Teacher education and professional development: models of education in higher education institutions and forms of professional development.
  • Privacy: data of learners and teachers. ‘Bring Your Own AI’ – using generative models at work without the employer's consent or knowledge.
  • Assessment and academic integrity: from violations to innovations in evaluation, bots as co-authors, designing alternative forms of assessment of the process and results, AI as a promoter and reviewer.
  • Education policy and institutional management: strategies for implementing AI in schools and universities, budgetary, infrastructural, and legal issues, regulations at the state and institutional level.
  • Philosophical and cultural frameworks: AI and the concepts of knowledge, learning, and intelligence.
Information for Authors

We invite researchers and practitioners from pedagogy and related disciplines. We accept texts in Polish or English. Detailed information on article formatting can be found on the journal's website under ‘More information - Submitting texts’.

Submission deadline: October 30th, 2025
Planned publication: December 2025

References

ABC News. (2023, 17 marca). OpenAI CEO, CTO on risks and how AI will reshape society [Wideo]. YouTube. ⁦https://www.youtube.com/watch?v=540vzMlf-54⁩

The Times of India. (2025, 7 sierpnia). Godfather of AI Geoffrey Hinton says, he is scared that AI may develop its own language and... ⁦https://timesofindia.indiatimes.com/technology/tech-news/godfather-of-ai-geoffrey-hinton-says-he-is-scared-that-ai-may-develop-its-own-language-and-/articleshow/123117983.cms⁩


Gates, B. (2023, 21 marca). The age of AI has begun. GatesNotes. ⁦https://www.gatesnotes.com/The-Age-of-AI-Has-Begun⁩