Knowledge tracing (KT) plays a key role in adaptive learning, yet traditional recurrent neural network-based methods often struggle with sparse data and overlook relationships between knowledge points. To address these limitations, this paper proposes a novel knowledge tracing model (KGS-KT) that integrates knowledge graphs, graph convolutional…

With the emergence of generative artificial intelligence (GenAI) and ChatGPT, individualization of learning pathways was discussed in the educational context. One way to achieve customization is the use of specialized versions of ChatGPT--so-called GPTs. Those GPTs are publicly available and used daily by thousands of people worldwide. In this…

This article elaborates on the theoretical and practical aspects of the formation of a flexible strategy for a university's digital inclusion in a globalising world and the growth of the level of competition in the market of higher education services. The methodological framework of the article is based on the combination of theoretical aspects…

Artificial Intelligence in Education (AIED) is a broad and multifarious area of study that spans across various academic fields. Due to the high numbers of studies in this field, it seems too challenging to analyze all of them in depth in a single study. Additionally, there is a lack of research that provides a comprehensive overview of the main…

This paper elaborates on the concept of digital inclusion, which is implemented by Russian universities in the conditions of internationalization of higher education. Digital inclusion is considered a factor in an increase in social inclusion, which is combined with digital communications and expands the circle of persons involved in higher…

Artificial intelligence (AI) transforms the ethical and moral subjectivity of teachers, positioning them to navigate the complex convergence of technological advancement, intellectual autonomy, and teacher identity. The purpose of this paper is to offer a conceptual model for how teachers' identities are constituted through AI prompt engineering.…

This conceptual article explores shared epistemic agency between humans and generative artificial intelligence (GenAI), emphasizing the need to foster active human epistemic agency through adaptive epistemic stances. We propose a framework incorporating epistemic stances in interactions with GenAI, drawing on Tsai's (2004) work to explore the…

This paper examines how UNESCO's "Guidance for Generative AI in Education and Research" uses personification metaphors to describe artificial intelligence and how these linguistic choices shape public understanding of AI's educational role. Through critical discourse analysis, we identify personification metaphors that attribute human…

This scope-review presents the milestones of how Hierarchical Rater Models (HRMs) become operable to used in automated essay scoring (AES) to improve instructional evaluation. Although essay evaluations--a useful instrument for evaluating higher-order cognitive abilities--have always depended on human raters, concerns regarding rater bias,…

The release of a free generative artificial intelligence (GAI), ChatGPT, in November 2022 has opened up numerous opportunities for students with disabilities in higher education. While the transformative impact of GAI on teaching and learning in general is being debated intensively, little attention has been given to its potential for fostering or…

Digital technologies allow student self-assessment to be adaptive, scalable and multimodal. Despite such technological advances, digital self-assessment practices have largely reinforced the existing norms around student roles, leaving the fundamentals of self-assessment design untouched. Digital self-assessment has centred on learning outcomes…

Predicting academic performance in Educational Data Mining has been a significant research area. This involves utilizing machine learning techniques to analyze data from educational settings. Predicting student academic performance is a complex task due to the influence of multiple factors. This research uses supervised machine-learning approaches…

Recently, there has been a plethora of studies about students' attitudes toward the use of artificial intelligence (AI) technologies in education, particularly in higher education and language education; however, research on AI use in high school settings has gained relatively little attention, leaving a huge research gap in the literature. This…

Scholars and practitioners seldom consider pedagogy as a starting point in their appreciations of the role of leadership in education. However, the rise of invisible pedagogies may warrant a revaluation of this practice. Invisible pedagogies are enabled by cloud-based learning management platforms and their data-driven algorithms and protocols,…

This article proposes a critical typology of five emerging responses to artificial intelligence (AI) in language education, from prohibition and hype to critical engagement, highlighting the assumptions, tensions, and possibilities each orientation embodies. This typology serves as a reflective tool to examine how educators and institutions are…