New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations

The aim of this article is to explore the current typology of teachers’ digital competences in digital security from the perspective of individual experience. The article is an attempt to highlight the digital and media skills that relate to digital security arising from the profession - a profession of public trust. The subject matter analysed is linked to the need to minimise the scale of cyber-attacks on teachers resulting from the rapid development of various e-services, as well as to gaps in digital and media skills in this professional group. The study is the result of qualitative interviews conducted in the second half of 2023 among Polish in-service teachers. On the basis of the analysis and categorisation of statements proposed by Graneheim and Lundman, 11 components of digital and media competences enabling the improvement of the digital safety of in-service teachers were identified. Among the indications, the surveyed teachers highlighted issues such as: 1) finding and evaluating information, 2) the consideration of one’s digital footprint, 3) the skilful use of social networking sites (SNSs), 4) securing access to data, 5) legal knowledge, 6) knowledge of the style of use of new media among young people, 7) implementing a restrictive new media use model, 8) lifelong learning, 9) digital hygiene, 10) outreach, and 11) a set of factors that complement digital competences. This article is part of the project “Digitally Secure Teacher” funded by the National Agency for Academic Exchange NAWA (Poland) within the framework of the M. Bekker national module.

Digital literacy and inclusive education have emerged as new areas of research as a result of advancements in technology and the need for diverse learning environments. In this chapter, we examine the correlation between improved digital literacy skills and inclusive education practices among preservice teachers across Indonesian universities. Adopting a mixed-methods design, we administered an online survey to 604 preservice teachers, assessing their familiarity and knowledge of information and media literacy. This was supplemented by the use of DigComp and SACIE-R as the foundation for and understanding of the perceptions of preservice teachers with regards to inclusive education. The findings show a predictable and positive correlation between improved digital literacy skills and inclusive education practices. New themes, such as hands-on digital literacy experiences in teacher education and the significance of digital competence in enhancing the teaching process, emerged from our study. Despite its narrow geographic scope and demographic scale, the study shows that there is the need for curriculum reforms in teacher education in Indonesia to include digital literacy. This will enable preservice teachers to possess digital competencies, guaranteeing their readiness to address the varied needs of their diverse student populations in an ever more digitised society.

Digital literacy is an important part of school education. However, its development and curricular implementation in German elementary schools has been slow. This article uses a qualitative study to examine how the curricular implementation of digital education is currently progressing in German primary schools and what influence the Covid-19 pandemic has had on it. In the study, focus group interviews were conducted with different stakeholders in primary education in Germany in order to combine multiple perspectives on this situation.

The results reveal several challenges for German primary schools in implementing digital education. School leadership has an important role to play in addressing these challenges. The development of internal school media concepts proved to be an important tool for promoting digital school development. In contrast, the Covid-19 pandemic had a limited long-term impact on the implementation of digital education in primary schools. More important and sustainable are the digital school development initiatives that the primary school was already pursuing before the pandemic.

Institutions offering teacher education have generally been criticized for giving pre-service teachers an insufficient education regarding the pedagogical use of digital technology. In this study we investigate the dynamics of professional digital competence (PDC) among teacher educators (in primary, secondary and early childhood teacher education programmes) in Norway, Slovenia, and Portugal. A survey was constructed based on the understanding of digital competence consisting of an individual’s knowledge, skills, and attitudes. Three constructed variables from the survey (Attitudes, Knowledge and skills, and Use, regarding digital technology in higher education) were analysed, and we found small differences in mean scores between the three countries. However, a pathway analysis via regressions revealed markedly different dynamics of PDC, and we discuss implications of our findings on teacher educators’ use of digital technology.

Summary: The chapter explores digital skills among the young generation in the context of school education, emphasizing the need for a comprehensive approach beyond the oversimplified views prevalent in educational discourse. It challenges the narrow focus on work-related skills and labor market needs, calling for a broader developmental and socialization perspective that includes well-being aspects related to ICT use. The author critique common misconceptions, such as the assumption of universally high digital skills among young people, highlighting inequalities and the minority experiencing serious online risks. The chapter draws on comparative studies, EU Kids Online and ySkills, to provide insights into the digital skills levels of European adolescents. It discusses the typologies of digital risks and opportunities, advocating for educational efforts that prioritize digital literacy and skills development. The author propose measures to address digital inequalities, involving young people in educational design, and promoting digital skills as life skills integrated into all educational subjects. The conclusion underscores the importance of a holistic approach to digital skills education in the contemporary era.

This contribution examines and compares the views of pre-service preschool and primary school teachers regarding their pedagogical digital competencies and attitudes towards the integration of digital technologies in the educational setting, and the role these attributes will play in the use of digital technologies in their future teaching practice.

In the survey, 85 pre-service primary school teachers and 170 full-time and part-time undergraduate students, who were pre-service preschool teachers, took part. The research on the students’ views reveals that a positive attitude towards integrating digital technologies in educational settings is common among most individuals in both groups. Although students can easily become acquainted with new digital tools, they encounter challenges when using these technologies educationally and strategically to enhance the teaching and learning process.

The findings of the linear regression analysis (with predictors of attitudes and pedagogical digital competence) conducted on pre-service preschool and primary school teachers indicate that attitudes towards integrating digital technologies in the educational setting significantly predict the future integration of digital technologies in their future teaching practices.

The use of virtual environments in educational processes is a reality, and even at different levels, it is present in the daily life of educational institutions. There are many challenges to overcome, and access to technological resources is just one of them. The preparation of individuals for this context is part of the formation of a cyber-citizen, who not only uses technology but also understands the ethical and social implications of its use. From this scenario, we intend to investigate the main strategies used in the training processes of the academic community, especially teachers, regarding immersive technologies, such as AR, VR and the metaverse. The main results indicate that teachers who have undergone training for the use of these technologies understand their importance and impact on the learning processes, they recognize that there are opportunities for students to develop practical knowledge, solve problems more effectively, foster creativity, and more. However, they also acknowledge the limitations of using these technologies properly, such as generational differences and a lack of understanding of how to make sense of them in the teaching and learning process. Moreover, the results shows that teacher training strategies need to be reassessed, as traditional methods continue to be employed, thereby constraining opportunities for practical learning.

This article presents the findings from the 2023 research project carried out in Poland among Polish speech-language therapists (SLTs). The study was quantitative in its general approach, but it also included some open-ended questions. The online questionnaire, consisting of 47 questions, was shared with the Polish Association of Speech Therapists, the Polish Logopedic Society, various psychological and pedagogical counseling centers, and the universities which offer courses in neurological speech therapy (designed solely for SLTs), as well as publishing it on social media groups for SLT, e.g. Logopedki bez hejtu! on Facebook (Female SLTs without hate). The research project involved 105 participants (n = 105), most of whom were women (n = 103), one man and one person decided not to declare their gender identity. The aims of the research project were 1) describing how new technologies can support speech therapists in their work; 2) developing new digital media applications in speech therapy; 3) setting out guidelines and recommendations on using new technologies in speech therapy. This article is however to present the replies to the following questions. 1) What kind of devices and applications/software do Polish SLTs use in their practice? 2) How do they use information and communications technology (ICT) in their practice? 3) Do they work online with other specialists, patients, and parents/caregivers? It appears that Polish SLTs often use ICT (usually: a computer with Internet access in their offices) as a way to prepare themselves for work, e.g. making worksheet and flashcard print outs. However, the SLTs work offline (in person) definitely more often than online (remotely).

With the widespread use of mobile technologies today, educational mobile applications have become increasingly important not only for general education, but also for special education. Motivated by the imperative to equip future educators with the knowledge to utilise these pivotal tools, qualitative research on prospective teachers/educators enrolled in an Italian university was designed to discern their needs concerning educational mobile application training following an inclusive approach. As an initial step, a needs analysis form was administered to 171 teacher candidates in a pilot study, with any ambiguities in the form subsequently addressed. This was followed by consultations with four special education experts, which informed the development of a provisional training plan and accompanying materials. The refined needs analysis form was later disseminated to a different set of 57 prospective teachers/educators. Drawing on the insights from these data, the conclusive training plan and materials were developed, integrating feedback from two educational technology specialists. The training spanned a cumulative duration of 10 h. At its culmination, feedback was garnered from the participants and assessed to gauge the efficacy and pertinence of the training regimen. The study can contribute in analysing the training needs and students’ expectations in terms of curriculum development towards technology-enhanced learning with a focus on mobile applications, special needs, and inclusive approaches.

The use of communication technologies during the covid19 crisis has prompted the government of Morocco to consider the use of NICTs as a factor of improvement of education, hence the need to study the interaction of the various actors concerned by this orientation with those technologies.

This study (conducted during 2022) aims to investigate the willingness of teachers and students to embrace NICT as tools for learning. Situated within the context of higher education reform (launched in 2021 and entered into force in 2023), which integrates NICTs as enduring tools for continuous and sustainable learning within universities, this research explores the subject’s multifaceted dimensions. The research methodology employs variables derived from TAM. This approach enables an assessment of the degree to which technology-centered teaching methods are embraced and offers insights into the satisfaction levels of various stakeholders regarding the Ministry of Education’s innovative policy in Morocco. The sample size consists of 1300 teachers and 11200 students. Data collection was accomplished through questionnaires and then analyzed via SPSS.

The study’s outcomes underscore that the students’ acceptance of technology hinges on the perceived knowledge growth, remote teaching experience and the satisfaction with distance teaching. While the linear regression model regarding teachers was not significant, this opens up avenues for new studies.

Some of the key factors that have determined the current and persistent effects of the worldwide and massive lockdown during the COVID-19 pandemic on various digital competencies are presented. In recent decades, ICT (Information and Communication Technologies), and more recently, artificial intelligence, have gained importance in education and the family environment, promoting essential skills in Generation Z. Digital competence is now an essential part of the educational curriculum. This article presents a research study aimed at investigating the challenges faced by the educational system and families during the COVID-19 lockdown, particularly in adapting to exclusively online teaching methods. It seeks to assess the impact of this period on the acquisition of digital competence, the role of families in supporting learning, and its effects on satisfaction, well-being, and academic performance. By fostering national and international collaborations with universities and foundations, the study aims to improve digital competence and family literacy, ultimately contributing to the enhancement of quality education and societal inclusion in both social and employment contexts.

Learning is constantly restructuring itself along with our societal and communicative systems. Social acceleration and its enablers in both macro- and micro-levels can be regarded as one of the dominant forms of nowadays social reality. It is definitely necessary to observe how new forms of education act within this process. Whereas the increasingly mediatized world is characterized by fragmentation and social acceleration, we would like to explore the possibilities for grounding and deceleration offered by digital pedagogy. Using the multimodal approach and cultural semiotic analysis, we will investigate the temporal aspects of new media on the example of “Education on Screen”, a digital learning environment developed at the University of Tartu (Estonia). The results are based on the analysis of 61 learning activities created and tested since 2017. The paper looks into the connection between the degree of multimodality and acceleration, while defining potential solutions for slowing down the “fast media” through the processes of analysis and design. Is there a definite discrepancy between the increasing speed and agency of media versus the logic of education and knowledge development, or can it be overcome? Addressing this question enables for better execution of education practices, especially considering the limited natural capacity of humans to retain information and develop knowledge. Inquiring into deceleration in learning environments additionally addresses the topic of temporal structures in learning: the speed at which data is created in relation to how fast it is semiotically processed. Addressing such questions, research findings in this study suggest that use of multimodality in EoS can contribute to meaningful deceleration of the learning process.

This contribution focuses on how training in digital competence for future students of postgraduate degrees in Teaching English to Speakers of Other Languages (TESOL) is presented in online university prospectuses. Taking the offerings of eight Scottish tertiary institutions as a case study, this analysis examines the websites of eleven postgraduate TESOL programmes to obtain information about if and how digital skills are embedded in the relevant postgraduate curricula. As demonstrated by the mandatory move to remote learning during the COVID-19 pandemic, digital competence is becoming more and more necessary in pedagogical and training-related contexts. Indeed, this has been illustrated at the international level through European initiatives such as the DigCompEdu framework. Accordingly, in analysing the relevant data, this study adds not only to the general literature on digital competence relating to foreign language teaching, but also more specifically on digital competence in the context of future teachers who are considering embarking on a professional career in TESOL.

The growing presence of autistic students in schools means that teacher training has become vitally important in providing these students with inclusive, high quality education. This study aims to shed light on teachers’ perceptions of online training processes about evidence-based Naturalistic Developmental Behavioral Interventions (NDBI) aimed at students on the autism spectrum. Based on the thematic analysis proposed by Brown and Clarke, focus groups and semi-structured interviews performed at three timepoints after the training were used to collect the thoughts of the participating Hearing and Language teachers, which are crucial to identifying processes that really influence teachers’ knowledge, skills, and perceptions of competence. These perceptions are grouped into three main topics: the positive impact of this online training on participating teachers; the positive impact of this online training on the participating teachers’ autistic students; and perceptions of feasibility of NDBI practices through this online training model.

Digital transformation has large effects on people´s lives in European countries. ICT competencies and access to the Internet and new media are key pre-conditions for citizens in these countries and their ability to use e-services every day, and to be successful in a dynamic changing labour market. The study investigates opportunities for the development of the EU countries in the context of digital transformation. The selected indicators were used to compare EU 27 countries. The basic key performance indicator is GDP per capita. This indicator corresponds very well with the ranking of countries according to the human development index and, surprisingly, Internet penetration achieves a similar effect. Next, the correlation of GDP per capita with ISCED 5–8 was higher than the correlation of GDP per capita with the CEDEFOP index, both results can be considered a moderate association. Special attention is paid to Germany, Spain, Poland and the Czech Republic and the changes in their position in selected indicators in the context of the EU 27. The results show that it is necessary to pay attention not only to citizens who achieve higher education, but also to the group of young people who, for various reasons, do not complete the educational process. Further and more detailed research on digital inclusion is needed.

The comparison of emergency remote teaching at universities during the COVID-19 pandemic with other crisis circumstances has not yet been clarified. Therefore, the main aim of this study was to reconstruct and explore students’ educational experiences during emergency remote teaching in two crisis situations (i.e., the global health crisis caused by the COVID-19 pandemic, the war in Ukraine). The aim was also to discover the main challenges of emergency remote teaching and implemented solutions for improvement remote education in the future. The study was conducted in Ukraine and Poland. It included 248 students. The research used online survey questionnaires as a method for data collection. The findings are summarized as follows: 1) remote education can significantly increase access to learning in pressing circumstances, 2) at the beginning of the COVID-19 pandemic emergency remote teaching was dominant in both countries, 3) the experience gained during the COVID-19 pandemic was a good preparation for emergency remote teaching at universities in Ukraine during the war in terms of the academic infrastructure and new technologies, development of methodological competences of teachers, and digital competences of teachers and students, 4) new completely different challenges have emerged during the war compared to the health crisis (i.e. no electricity, blackouts, no or unstable Internet connection, interruptions of classes caused by bomb alarms and evacuations), 5) students confronted with several types of barriers to learning (organizational, technical and technological, social, emotional, competence) in the crisis circumstances, 6) despite these barriers students expressed a positive view of online learning, 7) emergency remote teaching increased students’ self-learning and independence. The results can be used to improve education during the emergency circumstances. Furthermore, presented study can serve as a basis for future research for scholars of different scientific backgrounds.

Simulations in education provide opportunities for preservice teachers (PSTs) to experience a low-risk approach to learning the practice of teaching in a range of educational situations and settings. Given the challenge of recruiting new teachers to regional, rural and remote (RRR) schools in countries including Australia, having opportunities for PSTs to experience rural teaching prior to graduation offers a means of increasing recruitment. Further, simulation promises to better prepare these teachers through pedagogical strategies specifically suited to rural schools. We believe that developing realistic simulations to orientate PSTs to rural teaching requires an evidence-based understanding of rural contexts experienced by beginning teachers. It also requires understanding the kinds of simulations that would be most suited to preparing PSTs for rural teaching. This chapter presents both our original research on challenges, affordances and practices of regional and rural teaching for beginning teachers, as well as a corresponding review of literature on simulation. These insights are intended to inform future work on rurally-focused simulations and to help other initial teacher education (ITE) providers intending on using simulations to consider why and how they might begin the process.

Audiovisual social networks have emerged as potent instruments for content creation and dissemination across diverse fields, with education being no exception. Undoubtedly, we are witnessing a revolution in the methodologies employed for imparting and assimilating knowledge. In our investigation, we delved into the potential utilization of platforms like YouTube and Instagram within university settings, exploring the perceptions of a sample of 243 university educators from 29 Higher Education institutions regarding the strategic integration possibilities of these tools. The study also addresses perceived concerns and barriers through the UTAUT analysis model. Data, acquired through a self-administered questionnaire, was meticulously analyzed using a combination of descriptive and inferential design. Among the myriad of findings, the results underscore significant disparities in the relationship between gender and the proficiency of university educators in utilizing information and communication technologies (ICT). Notably, there is a marked preference for YouTube as an educational tool, juxtaposed with a comparatively lower adoption rate of Instagram in educational environments. This trend suggests a burgeoning interest in the realm of new media and its pivotal role in disseminating knowledge, particularly evident in fourth-level educational actions. However, limitations are apparent, chiefly in the form of insufficient training and resources hindering the effective implementation of these digital environments for educational purposes. The study sheds light on the evolving landscape of educational technology, emphasizing the need for addressing challenges to fully harness the potential of audiovisual social platforms in university contexts.

The twenty-first century has witnessed vast adaptation and use of digital technology tools in education. The expansion and diversification of digital technologies in the contemporary education era continues to have tremendous influence in the field of health and physical education (HPE), specifically on the future generation of HPE teachers, that is – the preservice (student) teachers. This has made it necessary to question the current standalone approach to physical, health and digital literacies when contrasted to a more nuanced multiliteracy approach. It is no longer possible to think about physical, health and digital literacies solely as a linguistic or movement-based accomplishment. Preservice teachers need to comprehend, respond to, and compose multimodal texts in diverse forms, where meaning is communicated through dynamic combinations of two or more modes. In this emergent field of research, there is a growing amount of empirical evidence supporting a greater need for a multiliteracy approach that integrates technology, content and pedagogical knowledge for preservice teachers learning HPE. This paper examines the constructs of physical, health and digital literacies in the instructive and educational process for the subject of HPE. Thus, ways to develop ‘digital dexterity’ using frameworks such as technological pedagogical content knowledge (TPACK) are explored from a preservice HPE teacher perspective. The increasing access of preservice teachers to health and physical education information and communication technologies for educational practice combined with how they could be integrated into teaching and learning is addressed.

Internet use can have both positive and negative impacts. Above all, risks are linked to immoderate use among adolescents. The importance of parental control over their children’s internet use is a key element in limiting the risk factors that such use may have. We investigated this perception by administering a self-report questionnaire to 236 Italian teenagers aged 14–17 years, of which 69.9% are female. Descriptive analyses were primarily conducted. Subsequently, to identify any differences in responses provided concerning social variables, Covariance Analyses and Multivariate Covariance Analyses (one in relation to each batch of items), whose factors were “residency area” (small centre - large centre), “socio-economic status” (medium high-medium low), and “gender”, were conducted. The variable “age” was inserted as a covariate. In line with the literature, the findings confirm that parental control plays a decisive role in favouring the responsible use of the Internet. Furthermore, we found that the place of residence influences the length of time spent on the Internet. Nevertheless, we observed that the relationship between parental control and the use/abuse of the Internet does not change depending on the parents’ economic status.

We explore the transformative power of incorporating research as an integral component of the existing STEAM disciplines and emphasize the role of inquiry-based learning, critical thinking, and problem-solving skills in fostering a holistic educational experience. We provide an overview of the STEAM framework and its original components-science, technology, engineering, art, and mathematics. Then we introduce the concept of STREAM, where “R” represents the crucial addition of research to the existing framework. The inclusion of research aims to develop students’ research skills, information literacy, and the ability to communicate findings effectively. Further, we explore how research methodologies enhance students’ understanding of the subjects, facilitate interdisciplinary connections, and nurture innovative thinking. We showcase examples of inquiry-based projects and highlights their positive impact on students’ engagement, critical thinking abilities, and knowledge application. We discuss strategies for designing research-based activities, incorporating research experiences, and fostering collaboration among students. As a case study, we present an example of STREAM project in robotics course implemented using mBot Ranger robot. By incorporating research into STEAM education, students develop a deeper understanding of the subjects, acquire essential skills for the 21st century, and become better equipped to address complex challenges in their future endeavors.

There is a growing trend in the primary mathematics education the application of augmented reality software tools connected with concrete thematic area from the math curricula, which has an interdisciplinary approach. It is a contribution to teaching and learning with digital tools based on the STEM (Science, Technology, Engineering and Mathematics) concept, which should be implemented to teacher training at universities. In this context, the authors of the contribution focus on some possibilities of innovative approach to teaching and learning with digital tools based on the STEM (Science, Technology, Engineering and Mathematics) concept implemented in the framework of undergraduate teacher training of primary education students at the Faculty of Education of Comenius University Bratislava. They clarify the connections between the formation of professional didactic-technological competences of primary education teacher candidates in the usage of the Augmented Reality (AR) Ruler software application and the development of their mathematical competences necessary for the successful and effective performance of their future profession in the context of the requirements and needs of the reform changes of the digitalization of education in the Slovak Republic. In the paper they approach a qualitative analysis of the integration of STEM activities adapted for the primary education environment. The action research was organized in the academic year 2022/2023 within the educational discipline of Manipulative Geometry integrated into the curricular structure of the bachelor’s degree Program of Preschool and Elementary Pedagogy at the above-mentioned faculty. In the sense of the Slovak State Educational Program of Mathematics for Primary Education, students prepared outdoor educational activities with the AR Ruler application for the following areas: distance, distance measurement, distance comparison, estimated length, real length. In the sense of STEM interdisciplinarity, the future primary education teachers appropriately linked the mathematics area with architecture and the usage of the AR Ruler application which facilitates their digital competence.

We are experiencing a moment where the amount of data, knowledge, and technological devices are changing the mindset of institutions in their teaching and learning processes. Furthermore, technologies such as the Internet of Things have been interpreted as having a transformative potential in Education. This article addresses the use of open data obtained through the Internet of Things technologies and provided by different institutions as a didactic resource for the approach of physics, chemistry, geography, and mathematics contents with 7^th grade students. This topic arose because the development of IoT has been linked to the proliferation of open data and its potential to contribute to the democratization of access to information. The results presented focus on the perceptions and opinions of the students and teachers involved. Both groups, students, and teachers, recognized the potential of using open data in education.

The study focused on defining AI literacy in the context of university education. New forms of education and content are required in a rapidly changing technological environment. Students may feel uneasy about the changes that the university and their everyday world bring. This study analyses the results of a workshop in which students (18) with deep education in AI were asked to work on a framework for AI literacy using the Delphi method. The students defined ten areas essential to AI literacy: general overview and theory; ethics and social impacts; learning and trend tracking; technological skills; practical experience; critical thinking and information literacy; authorship and plagiarism; privacy and security; and experience with tools.

This study aims to investigate the potential assistive roles and risks of the use of ChatGPT in the Greek early childhood special education context. Data were collected through in-depth interviews with six early childhood education experts. Content analysis of interview data revealed four assistive ChatGPT themes: 1) ChatGPT as a pedagogical assistant for special education co-teachers, 2) ChatGPT as an inclusive education assistant for mainstream teachers, 3) ChatGPT as a personal assistant for headteachers, and 4) ChatGPT as a family engagement facilitator. ChatGPT risk themes included: 1) Teachers and parents’ hallucinations, 2) Exclusion instead of inclusion and 3) Lack of evidence -based practices and guidelines. The study offers new insights into the affordances and challenges of ChatGPT in early childhood special education and discusses the implications for education policy, teachers and parents of disabled children.

In recent years, the digital transformation of society has characterised access to the Internet as a prerequisite for educational activities. Artificial intelligence (AI) has opened up new opportunities for developing individualised learning for students. A 2023 study analyses the results of using artificial intelligence by teachers of Ukrainian secondary schools. The main goal of the survey is to determine the state of AI applications for individualised learning and the integration of this technology into pedagogical practice.

The study examines the timing of digital technology implementation and its impact on the continuous development of teachers’ digital competencies. Particular attention is paid to the aspects of AI implementation, including educational purposes, teacher readiness, and limitations of this technology.

It is established that to implement individualised learning, the goal and objectives of individualisation, the choice of AI services and platforms, opportunities for students, security measures, learning pace, level of mastery of the material and personal interests should be considered. The author proposes a classification of tasks for students using AI and provides examples of assessments for students of grades 7–9 in English, mathematics, and biology. Emphasis is given to the fact that AI-powered automatic assessment enables the recognition of the requirements of every individual student and adapts learning tasks according to their current abilities and knowledge. Despite the challenges and problems of integrating AI into the school environment, the study points to the growing interest of teachers in this technology, the improvement of AI capabilities, and its gradual development as a teacher’s assistant.

In the context of a VUCA (volatility, uncertainty, complexity and ambiguity) society, the evolution of Artificial Intelligence (AI) has been characterised by a growing social impact. In this regard, this study reviews the educational academic literature in Spanish academic journals from 2020 to 2023, focusing on the intersection of AI and education. The research utilises a descriptive-interpretive methodology. It is a global and exploratory literature mapping. Thirty-nine articles are identified on Dialnet. Results reveal a rising trend with the same amount of publications in 2023 (in half a year) as in 2022. The impact of ChatGPT, a renowned AI model, in 2023 is acknowledged, suggesting an upward trajectory in publications. Indexed mostly in Scopus, the articles reflect the keen interest of Spanish academics in AI and education. Research and essays/reflections constitute most articles, emphasising concerns about the challenges and applications of AI in education. In conclusion, the study underscores the need for continued exploration and understanding of the evolving landscape of AI in education, with the support of further empirical research. It proposed future research directions, including comparative studies with other regions, to better grasp the global implications of AI in shaping the future of education.

One of the emerging challenges in Education refers to diversity. Existing differences in a classroom can be a source of wealth and beauty. But they can also be a source of tensions that can generate conflicts. These conflicts are directly associated with the existence of privilege deriving from these differences. One source of these privileges can be provoked by the emerging new media. They can increase what is called the digital divide, challenging the educational stakeholders to promote an equitable and fairer learning environment. We will discuss in this essay some dimensions of the digital divide that can emerge from the called large language models (LLM, e.g., ChatGPT) in computing education. Issues concern not only plagiarism problems but also another level of digital literacy, referred to as lifelong learning competencies. Part of the domain of these competencies will require a level of mediatization through LLMs, leading us to understand another kind of literacy: the prompt literacy (concerning the ability to interact appropriately via prompt with LLM).

Education and science play a key role in envisioning and developing a just, peaceful and sustainable society. Digitalization as one of major trends that affect the future of humanity in general and education in particular, has a special impact on education in today’s world. Education is currently lagging behind in digitization and more efforts are needed to take advantage of the tools and strengths of new technologies while addressing potential abuses such as cyber intrusions and privacy issues. Particularly, the main challenge of digitalization for sustainability currently lies in the paradoxes and contradictions of AI-based technologies: there is a confusion even among the experts as to the risks and threats that could arise out of AI usage, as well as on the image of possible forms of human-machine symbiosis. The authors argue that the solution could lie in strengthening the humanistic aspects of higher education that would allow humans to fully exercise such aspects of thinking that computers are unable to achieve, while still using the AI-based technologies controlling them to the advantage of humanity.