AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS
Autors: António SILVA-PINA, Claudia Lomba VIANA, Francisca Gonçalves PRAZERES, Judith Onyeka OHANMA,Henrique Grossmann Gonçalves PEREIRA
Published: 23.10.2024
This article examines the application of artificial intelligence (AI) in higher education (HE), focusing on the social sciences within the EduAI project. It begins with an overview of AI’s global use in education, outlining the EduAI project’s objectives and key themes. A comprehensive literature review covers meta-analyses, reports, and studies on AI implementation in HE, conducted by global organisations. The study emphasises five critical areas: integrating AI learning in HE, addressing challenges and opportunities; ethical considerations and digital literacy; enhancing student engagement through AI; pioneering tech-driven approaches to acquire essential skills; and developing an AI- AI-integrated pedagogical competencies scale, which is central to advancing the EduAI project.
Through analysing the gathered information, the article provides a critical perspective on AI’s role in HE. The conclusion summarises the current application of AI in the social sciences and offers recommendations for future research, particularly in the EduAI project’s context.
EDUCATORS’ AI INTERACTİONS İN HİGHER EDUCATİON
Autores: İbrahim CİFCİ, Gürel ÇETİN, Cem KARATAY, Mehmet Altug SAHİN
Published: 15.09.2024
The main aim of this pilot study is to explore how Artificial Intelligence (AI) tools are being experienced by educators in higher education (HED) institutions. Drawing on a quantitative approach through an online questionnaire, this study reveals various AI tools’ familiarity and usage, the perceived benefits and barriers of AI integration, and the training needs for better AI adoption based on higher educators’ perspectives. Particularly, findings showcase that AI tools are applied across
different contexts in learning, and various advantages have been experienced in efficiency, personalisation, and student engagement. Nevertheless, the levels of the barriers, including AI literacy, technical issues, and ethical factors, were also reported. Further, the study highlights the need for proper training programs that equip educators to stand ready to address the challenges that come with applying AI in HED settings. Therefore, the current study provides valuable insights into the current state of AI integration in HED and underlines the importance of further endeavours to assist educators with AI integration for their academic activities.
A BIBLIOMETRIC ANALYSIS OF CHALLENGES WITH AI ADOPTION IN SOCIAL SCIENCES TEACHING
Authors: İbrahim CİFCİ, Gürel ÇETİN, Cem KARATAY, Mehmet Altug SAHİN
Published: 13.09.2024
This research bibliometric review analysed 16 publications from the Web of Science (WoS) database on the challenges with AI adoption in social science teaching (CAAST). Analysis of these publications, published between 2014 and 2023, is conducted using VOSviewer software. The review’s objectives were to document the publication and citation trends, as well as the geographic distribution of the CAAST literature. Furthermore, the review aimed to identify key authors, author keywords, cited references, and sources, as well as to scrutinise the intellectual framework of this knowledge repository. In 2023, CAAST research increased by 450% compared to the previous year, and the number of citations increased significantly by approximately 110%, indicating that CAAST has become a focus for researchers.
Springer Publishes “THE EduAI PROJECT: “AI TOOLS ACROSS THE TEACHING CYCLE” in AI for STEAM in Education: Thematic Learning in Practice
Authors: Gürel ÇETİN, Mehmet Altug SAHİN, Hatice CIFCI, Claudia Lomba VIANA, António José da SILVA-PINA, Mariana ROQUE, Aaron EDISON
Published: 2. 06. 2026
The EduAI Project is proud to announce the publication of Chapter 14, “The EduAI Project: AI Tools Across the Teaching Cycle”, in the Springer volume AI for STEAM in Education: Thematic Learning in Practice, edited by Piet Kommers and İpek Saralar. Developed by members of the EduAI consortium, the chapter showcases the collaborative contribution of partner organisations from Istanbul University (Türkiye) and AidLearn (Portugal).
Drawing on research involving 295 higher education educators from across Europe, the chapter explores educators’ familiarity with Artificial Intelligence tools and analyses how these technologies are being used throughout different phases of the teaching cycle. Based on the study findings, the authors propose a practical conceptual framework that helps educators identify and integrate AI tools in pedagogically meaningful, ethical and effective ways. The framework supports the use of AI across lesson planning, classroom delivery and assessment, while promoting critical thinking, inclusion and responsible innovation in education. The chaper also highlights the broader mission of the EduAI Project: empowering higher education educators—particularly in the social sciences—to develop the knowledge, skills and confidence needed to integrate Artificial Intelligence into teaching and learning practices. By fostering ethical, human-centred and pedagogically sound approaches to AI, the project contributes to preparing educators and learners for the opportunities and challenges of an increasingly digital future.
This publication represents an important milestone for the EduAI consortium and reflects the project’s commitment to advancing research, innovation and European cooperation in the field of AI-enhanced education.
Publication details
Book: AI for STEAM in Education: Thematic Learning in Practice
Editors: Piet Kommers & İpek Saralar
Publisher: Springer Nature Switzerland AG
Chapter 14: The EduAI Project: AI Tools Across the Teaching Cycle (pp.361-392)
DOI: 10.1007/978-3-032-18806-9