Recent advances in Information and Communication Technologies (ICT), especially AI-powered tools, are driving innovation and productivity across academic and industrial sectors. These technologies are also transforming education by enabling personalized learning, redefining teaching methods, and enhancing educational outcomes. Given the transformative potential of Artificial Intelligence in Education (AIEd), it is essential to examine its benefits and implications for the future of education. AI tools offer substantial benefits to various educational stakeholders by enhancing cognitive engagement, improving teaching assessments, and fostering digital literacy. Additionally, they support policy development, address ethical considerations, and increase educational efficiency and accessibility. However, despite AI’s potential in education, the rapid pace of technological change can create uncertainty and overwhelm, even among experts. As AIEd advances, it is crucial to develop strategies that help educators and institutions stay updated on new developments and integrate them effectively into educational settings. This study explores the historical development of AIEd and identifies current research trends through a dual-method approach. First, a bibliometric analysis using VOSViewer uncovers patterns in AIEd research over the past 50 years. Second, text mining techniques using term frequency analysis and topic modeling—examine over 2,204 abstracts from Scopus, covering publications from 1970 to the present. By combining these methods, the study highlights key AIEd research areas that impact stakeholders and influence future educational practices. Understanding the evolution of AIEd and current trends is essential for anticipating its future trajectory, preparing us to address emerging challenges and opportunities in education. The findings trace the progression of AIEd research, revealing shifts in focus, underlying learning theories, and application paradigms. This comprehensive overview helps identify research gaps and emerging themes, supporting the development of strategies to leverage AIEd’s potential in transforming education and meeting the complex, evolving needs of twenty-first century stakeholders.

Uncovering patterns and trends in vast, ever-increasing quantities of data has been enabled by different machine learning methods and techniques used in Artificial Intelligence (AI) systems. Permeating many aspects of our lives and influencing our choices, development in this field continues to advance and increasingly impacts us as individuals and our society. The risks and unintended effects such as bias from input data or algorithm design have recently stirred discourse about how to inform and teach AI in K-12 education. As AI is a new topic not only for pupils in K-12 but also for teachers, new skill sets are required that enable critical engagement with AI. AI literacy is trying to close the gap between research and practical knowledge transfer of AI-related skills. Teachers' AI-related technological, pedagogical and content knowledge (TPACK) are important factors for AI literacy. However, as teachers' perspectives, beliefs and views impact both the interpretation and operationalisation of curriculum. this study explores teachers' and teacher educators' understanding and preconceptions of AI to inform teacher education and professional development. To gain a comprehensive understanding of teachers’ conceptualisations regarding AI an anonymous questionnaire together with focus group discussions were employed. The qualitative content analysis underpinned by the theoretical framework Intelligent TPACK reveals that teachers' AI-related content knowledge is generally gained through incidental learning and often results in pre- and misconceptions of AI. Our analysis also revealed several potential challenges for teachers in achieving core constructs of Intelligent TPACK, examples of such challenges are vague and unclear guidelines in both policy and curriculum, a lack of understanding of AI and its limitations, as well as emotional responses related to participants' preconceptions. These insights are important to consider in designing teacher education and professional development related to AI literacy.

Introduction: Debates about the use of digital technologies in the humanities have grown in recent years. The discussions aim to develop a long-term approach to learning humanities through immersive digital technologies, which provide a more interactive and engaging learning experience than traditional methods (Bakker et al., 2012; Münster et al., 2021). Immersive technologies, such as Virtual Reality (VR) and Augmented Reality (AR) allow students to access and explore the different learning materials in a hands-on and interactive manner, so they can make the learning process more accessible and inclusive (Boboc et al., 2022). The study described in this paper focuses on learning history and cultural heritages in schools supported by a mobile application we have designed. The application uses several interactivetechnologies including AR.

Problem statement: The use of AR technology in teaching and learning humanities in schools has the potential to mitigate some of the challenges that teachers and students frequently face while educating history lessons in schools. According to Chin & Wang (2021), one of the issues associated with teaching history and culture relates to students' engagement with the subject's content. AR technology has the potential to bring history and culture alive for students by providing interactive and immersive experiences that engage their senses and capture their attention while also promoting comprehension, validation, retention, and accessibility of subjectcontent (Chin & Wang, 2021). Creating a sense of authenticity using interactive technologies can improve the perception of historical unimaginable concepts related to a cultural event or ancient monuments (Boboc et al., 2022; Low et al., 2022; Sharples 2015). Accordingly, our work has been guided by the following the research question: How can the use of immersive technologies affect learning history and culture through an interactive approach?

Objectives: The study's goal was to develop an interactive teaching and learning approach that uses mobile and immersive technology, such as AR and image recognition, to increase students' engagement in the history classroom. Through these technologies and following the background presented in the previous section, the emphasis was on involving students in problem-solving and immersing them in historical events. The study tried to create a learning environment that encourages problem-solving skills by having participants follow the pattern of an historical event and to reflect upon students' understanding. To achieve this goal, digital storytelling was used to implement these ideas. Moreover, the study assesses teachers' knowledge and attitudes toward implementing digital technologies in the context of history didactics. The importance of using digital storytelling and AR as a complement to traditional teaching methods has been emphasized to ensure the appropriate use of existing digital devices available in schools.

Methods: The study applied human-centered design, and digital storytelling techniques to develop an easy-to-use and visually interactive product for the target group. The methods used support the product’s usability and endorse Human Centered Design to consider the user's needs and perspectives. Historical content would be discussed and presented through a mobile application combining digital storytelling and AR to explore different ways to interact and experience historical content (Armfield et al., 2018; Bardzell et al., 2018; Trebeleva et al., 2022). The data collection process involved semi-structured interviews with teachers before app design and after workshop implementation. For students, data was gathered through pre-questionnaires, observations, and post-questionnaires conducted after the workshops. Thematic analysis has been employed to interpret and validate the collected data and the outcomes after the analysis (Rattani et al., 2021).

Settings: This exploratory study was conducted in the city of Kalmar (Sweden) during the spring of 2022. Several classes were involved including 74 pupils aged 10 to 13 and three teachers from two separate schools. Data from the students interacting with the application was collected over a period of two months. During school time, workshops were held to present the historical story of a massacre that happened in 15th century in the island of Öland, Sweden. This was done by using the Time-travelling app, a mobile application we have developed using the Onspotstory platform. The application has been deployed on an iPad device that had its AR feature activated.

Outcomes: According to analysis of the data we gathered, our results indicate that mobile AR application we implemented can be a feasible method for teaching and learning history at schools. The study identified three themes. Firstly, the effects of using AR technology in teaching and learning were found to be feasible and showing some positive effects on students' attitude towards learning history. Students and teachers reported that history lessons were more engaging and interactive when these digital tools were used. Secondly, it was highlighted that the integration of digital technologies, especially AR, should be used in ways that complement traditional teaching methods and the content exposed should be appropriate for students' cognitive levels. Thirdly, the study revealed a need for history teachers to improve their knowledge of digital technologies in order to support new ways of teaching and learning. Throughout the design and implementation process, ethical considerations should be taken into account, both in general and specific to the use of historical information and facts.

This article originated from a working group on "Learning beyond formal schooling through human-computer-human interaction (HCHI)" convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one's life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human-human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or 'bridges' to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product.

Recent developments in artificial intelligence (AI) and its ubiquitous presence in society have caused debate about its possible implications for individuals and society, not least in the domain of education. An ongoing discussion about what knowledge related to artificial intelligence is needed to navigate and take part in an increasingly data-driven society is currently shaping and defining the research area of AI literacy. Previous research has focused on identifying what pupils should know, but more needs to be discovered about what pupils already know about AI. To this end, this study explored the conceptualization of AI among more than 120 Swedish K-12 students and investigated the effectiveness of AI literacy interventions in enhancing their critical thinking and ethical awareness. The students displayed diverse and often inaccurate preconceptions of AI, often associating AI with physical computing and robotics. Although the pupils seemed to engage in and understand particular ML concepts at the time of intervention, it was a more difficult task for them to transfer this knowledge to different contexts in which such ML concepts are embedded.

This study examines the impact of Generative AI (GenAI) chatbots on improving students' academic writing and critical thinking skills. It addresses ethical and operational challenges, including concerns about academic integrity within AI in education (AIEd). Our study aims to analyze perspectives from a diverse array of stakeholders to inform the creation of effective GenAI chatbots. The insights gained will guide the development of comprehensive AI literacy and robust regulatory frameworks, ensuring that these advancements are both ethically sound and practically viable. The primary focus of the study is to understand stakeholders' expectations of GenAI in academic writing, leading to the development of CHAT4ISP-AI, a specialized chatbot aimed at improving the academic writing, analytical, and critical reasoning skills of first-year undergraduate social science students. This study promotes a contemporary educational approach by fostering collaboration among teachers, students, and other stakeholders, significantly advancing the integration of AI into the educational system, and thus preparing students for an AI-driven future.

Interactive Public Displays (IPD) enable new ways of interaction as well as communication channels, extending online communities into physical places and supporting a culture of participation. While educational environments have seen how new digital technologies can enhance learning activities beyond the traditional classroom context, the use of IPDs is still an area insufficiently explored. This paper proposes a set of design goals for the implementation and deployment of engaging interactive public display applications in educational settings. Based on findings from a series of design workshops and two deployment studies in authentic settings, seven design goals were identified and defined. The design goals provide clear guidelines for the design of IPDs for schools by making design teams and stakeholders focus on factors fostering user adoption, social interactions and collaboration. The design goals also opened up paths for further explorations regarding display awareness, level of commitment in interactions, the displays' integration into structured activities, and display management at the educational institutions.

With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers' willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers' trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede's cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers' trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers' trust in AI-EdTech. Efforts to raise teachers' understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.