Relevant open-access AI-in-education journal articles identified from RSS feeds that have not yet been ingested into the wiki. The maintainer downloads the PDFs from the linked article pages and sends them for full-text ingestion. Sorted by journal.
Policy (2026-08-23): an article is only added to this backlog (never ingested as an abstract-only wiki page) when its full text cannot be retrieved — e.g. the publisher blocks scraping with CAPTCHA, or the fetch times out. The maintainer downloads the PDF and sends it for full-text ingestion.
Last updated: 2026-08-25 Total backlog: 87 articles
Journal feeds: Computers and Education: Artificial Intelligence (CAEAI), Computers and Education Open (CEAO), British Journal of Educational Technology (BJET), Frontiers in Psychology. See tooling/scripts/fetch-rss-feeds.py.
- Designing conversational Agents for adaptive instructional support in business simulation gaming — DOI: 10.1016/j.caeai.2026.100576
- Beyond “painting in pink”: A critical case study of all-girls generative AI workshops in a European makerspace and implications for gender equity in computing — DOI: 10.1016/j.caeai.2026.100602
- AI-assisted writing and the impact of ChatGPT on Greek-speaking students with and without learning disabilities. Outcomes from a repeated measures design — DOI: 10.1016/j.caeai.2026.100603
- How to train your dragon: Evaluating prompting and fine-tuning for GPT-based item generation in L2 listening assessment — DOI: 10.1016/j.caeai.2026.100623
- Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy — DOI: 10.1016/j.caeai.2026.100617
- How high-school pressure and autonomy support are linked to dual AI learning pathways: A cross-contextual SEM analysis — DOI: 10.1016/j.caeai.2026.100621
- Improving instructional design proficiency of master's students in mathematics education through intelligent educational technologies — DOI: 10.1016/j.caeai.2026.100597
- Modelling generative Al's influence on students' perceived decision capability: A cognitive load and decision augmentation approach — DOI: 10.1016/j.caeai.2026.100596
- An exploratory machine learning approach to understanding determinants of future ChatGPT use in higher education — DOI: 10.1016/j.caeai.2026.100613
- AI literacy in secondary education: framework, assessment, and professional development in the Ukrainian context — DOI: 10.1016/j.caeai.2026.100605
- From proficiency to pedagogy: A mixed-methods study of in-service teachers’ TPACK-GenAI and the mediating role of pedagogical knowledge — DOI: 10.1016/j.caeai.2026.100599
- Designing large language model-based agents with 5E framework for ESL learners’ grammar acquisition — DOI: 10.1016/j.caeai.2026.100604
- Predicting and explaining professionalism issues in medical students with time-to-event models: An exploratory longitudinal learning analytics study — DOI: 10.1016/j.caeai.2026.100600
- Presenting your AI in education research with rigor: The TEP-AIED model — DOI: 10.1016/j.caeai.2026.100598
- Modelling individual participants as LLM agents in collaborative problem solving simulations — DOI: 10.1016/j.caeai.2026.100593
- Taming the black box: Design principles for rule-integrated LLM tutoring systems in primary school mathematical problem solving — DOI: 10.1016/j.caeai.2026.100586
- Exploring factors influencing preschool teachers’ behavioral intention to use AI technologies in early childhood settings — DOI: 10.1016/j.caeai.2026.100589
- AI for education: The digital transformation of a liberal arts institution – implementation at Lingnan University — DOI: 10.1016/j.caeai.2026.100592
- Beyond binary outcomes: Evaluating and mitigating bias in national standardized test score prediction — DOI: 10.1016/j.caeai.2026.100585
- From literature to research-based learning: An AI-powered information extraction system to enhance undergraduate thesis completion — DOI: 10.1016/j.caeai.2026.100591
- GNN-driven modeling and prediction of multi-dimensional correlation of international medical education quality based on competence — DOI: 10.1016/j.caeai.2026.100582
- From ethical principles to executable governance: A policy-as-code framework for trustworthy AI in higher education — DOI: 10.1016/j.caeai.2026.100594
- Teacher feedback and ChatGPT feedback on Chinese university EFL learners’ English essay revision: A mixed-methods study — DOI: 10.1016/j.caeai.2026.100590
- Design of a science integrated secondary school AI literacy curriculum: A youth & AI expert guided design-based research approach — DOI: 10.1016/j.caeai.2026.100552
- Generative AI in high school English career preparation units: Student interactions, perceptions, and ethical concerns — DOI: 10.1016/j.caeai.2026.100588
- Bias and representation in AI generated text-to-image in education: A systematic review — DOI: 10.1016/j.caeai.2026.100587
- Teaching AI competencies: Experiences from coaching interdisciplinary teams to develop AI prototypes — DOI: 10.1016/j.caeai.2026.100580
- Enhancing large language model performance for automatic zero-shot multiple-choice question answering via single-token logit prompting — DOI: 10.1016/j.caeai.2026.100578
- Language teachers’ AI literacy: A psychometric study based on the ED-AI framework — DOI: 10.1016/j.caeai.2026.100583
- FermBench: A new benchmark for measuring the capabilities of LLMs on fermentation knowledge — DOI: 10.1016/j.caeai.2026.100577
- Context-aware prompting for collaborative problem solving skill identification — DOI: 10.1016/j.caeai.2026.100567
- Decoding divides: The role of socioeconomic status and personality traits in AI divides and educational inequality — DOI: 10.1016/j.caeai.2026.100566
- Engagement in LLM chatbot-supported learning: The pivotal roles of GenAI competency and emotion — DOI: 10.1016/j.caeai.2026.100559
- Opening the blackbox of LLM-based automated essay scoring: Insights into feature weighting patterns and score validity — DOI: 10.1016/j.caeai.2026.100568
- Play with AI (PL-AI): A play-centered, design-based curriculum for AI literacy in pre-K and kindergarten — DOI: 10.1016/j.caeai.2026.100569
- A framework for evaluation of large language models in essay assessment: Reliability, alignment, and causal reasoning — DOI: 10.1016/j.caeai.2026.100565
- Pedagogy first, technology second: Cross-level relationships between teacher professional knowledge and student learning in artificial intelligence (AI) education — DOI: 10.1016/j.caeai.2026.100564
- Not for people like me: How frontier AI models redirect skeptical rural school staff — DOI: 10.1016/j.caeai.2026.100659
- Chat as learning: Student–AI conversations as discipline-associated cognitive engagement patterns — DOI: 10.1016/j.caeai.2026.100644
- Federated learning for privacy-preserving at-risk student prediction in health professional education: A multi-scenario evaluation of FedAvg and FedProx — DOI: 10.1016/j.caeai.2026.100660
- Standardized assessment of LLM English proficiency
- Artificial intelligence ethical awareness of university students in Ghana: A network and latent profile analyses — DOI: 10.1016/j.caeai.2026.100652
- From simulation to flight: Simulation-assisted drone learning with teacher-AI co-designed scaffolds for secondary students’ STEM knowledge and competencies — DOI: 10.1016/j.caeai.2026.100651
- Gen-Mentor: A human-in-the-loop instructional framework for dental radiography using generative AI — DOI: 10.1016/j.caeai.2026.100641
- In the AI era: A project-based digital storytelling framework for art and design education — DOI: 10.1016/j.caeai.2026.100645
- A socio-technical framework for educational excellence: Empirical validation of artificial intelligence and Jidoka integration in accounting pedagogy within emerging financial markets — DOI: 10.1016/j.caeai.2026.100647
- AI adoption readiness among Ukrainian education managers: Barriers, typologies, and policy implications — DOI: 10.1016/j.caeai.2026.100648
- Enhancing domain adaptation of LLM via model composition in solving medical exam questions
- Creating an AI-powered platform for generating modelling problems: A case study on direct variation in secondary school mathematics — DOI: 10.1016/j.caeai.2026.100640
- Emotion-aware classroom quality assessment leveraging IoT-based real-time student monitoring — DOI: 10.1016/j.caeai.2026.100639
- The impact of item-writing flaws on difficulty and discrimination in item response theory — DOI: 10.1016/j.caeai.2026.100632
- Conceptualizations of GenAI and students’ professionalization: Within the multi-layered environment of learning for higher education — DOI: 10.1016/j.caeai.2026.100636
- ASTRA: A synthetic benchmark for trace-based evaluation of socially intelligent multi-agent tutoring and participation-balanced collaboration in introductory programming — DOI: 10.1016/j.caeai.2026.100633
- Federated and explainable learning analytics for privacy-preserving academic risk modeling across heterogeneous educational institutions — DOI: 10.1016/j.caeai.2026.100629
- Enhancing AI literacy course satisfaction through empowerment in AI problem-solving and ethical awareness: Development and validation of an AI project-based learning scale — DOI: 10.1016/j.caeai.2026.100624
- Personalized neural cognitive architecture search: AutoML-driven diagnostic model generation for heterogeneous learner profiles — DOI: 10.1016/j.caeai.2026.100620
- Generative AI in scenario-based healthcare education: A systematic review of applications, validation practices, and pedagogical integration — DOI: 10.1016/j.caeai.2026.100654
- Ubuntu-Ẹ̀kọ́ framework: A four-pillared critical-cultural-contextual-communal model for cultivating, educating and enhancing an AI-ready African workforce — DOI: 10.1016/j.caeo.2026.100372
- Beyond skepticism: Question marks surrounding AI and AIED policies in Africa — DOI: 10.1016/j.caeo.2026.100370
- An experimental study exploring human–AI complementarity in early social-emotional learning — DOI: 10.1016/j.caeo.2026.100331
- Perceived utility moderates motivational intervention effects in learning to teach responsibly with GenAI — DOI: 10.1016/j.caeo.2025.100324
- Pre-service teachers’ agency during their interactions with generative AI while designing for learning – a process view on Intelligent-TPACK — DOI: 10.1016/j.caeo.2025.100325
- Emotion-aware learning analytics dashboards: Effects on metacognitive regulation, academic performance, and engagement in self-paced MOOCs — DOI: 10.1016/j.caeo.2026.100385
- Beyond the hype – How higher education stakeholders view the benefits and concerns of generative AI for teaching, research, and administration — DOI: 10.1016/j.caeo.2026.100381
- Generative Artificial Intelligence integration in higher education: A constructivist learning theory approach — DOI: 10.1016/j.caeo.2026.100378
- Higher education students’ perspectives on GenAI in learning and career futures in the Visegrad countries — DOI: 10.1016/j.caeo.2026.100357
- Sweden’s quiet revolution: rethinking ai training in business schools — DOI: 10.1016/j.caeo.2026.100363
- AI-mediated feedback in English learning: Moroccan graduate students’ accounts of motivation, autonomy, and trust conditions — DOI: 10.1016/j.caeo.2026.100356
- Activity theory as a lens on teachers’ adoption of AI technologies: A structural equation modeling — DOI: 10.1016/j.caeo.2026.100349
- Student motivation and need satisfaction in GenAI-supported classrooms: A self-determination theory perspective — DOI: 10.1016/j.caeo.2026.100348
- The collision of pedagogy and algorithm: Emergence of a new gender gap? — DOI: 10.1016/j.caeo.2026.100350
- Making AI annoying on purpose: when helpful tools don't always help
- The use and usefulness of GenAI in higher education: Student experience and perspectives
- Longitudinal insights into AI in education: Usage, ethics, and policy development in higher education — DOI: 10.1016/j.caeo.2025.100329
- Design and validation of a questionnaire on teachers' uses of generative artificial intelligence — DOI: 10.1016/j.caeo.2026.100332
- Ethical conditions for university students’ adoption of large language models in exam preparation contexts — DOI: 10.1016/j.caeo.2025.100323
- Creating digital twins awareness in African higher education institutions: Bibliometric analysis from top influential countries — DOI: 10.1016/j.caeo.2026.100407
- Exploring basic school leaders' AI readiness: The role of professional development — DOI: 10.1016/j.caeo.2026.100409
- Rethinking data privacy for AI Adoption in African Higher Education: A meta-synthesis of stakeholder perceptions and policy implications — DOI: 10.1016/j.caeo.2026.100408
- AI training and science student teachers’ TPACK in campus-based and distance education: a comparative study — DOI: 10.1016/j.caeo.2026.100410
- Levels of AI awareness and pedagogical skills among Nigerian teachers: The differentials of gender and teachers’ experience — DOI: 10.1016/j.caeo.2026.100401
- Institutional structures, digital inequality, and AI integration in higher education — DOI: 10.1016/j.caeo.2026.100400
- Evaluating AI-based visual privacy through Cartoonification: Impact on expressive participation and consent for data retention — DOI: 10.1016/j.caeo.2026.100393
- A pilot educational framework for AI-enhanced digital manufacturing and reflective skill development — DOI: 10.1016/j.caeo.2026.100342
- Junior high school student perspectives on the use of ChatGPT in music education — DOI: 10.1016/j.caeo.2026.100387
- Temporal dynamics of online learning interactions: A learning analytics study within the CoI framework — DOI: 10.1016/j.caeo.2026.100398
- Is employment anxiety among vocal music students associated with AI replacement concerns? The roles of AI anxiety and vocal-performance replacement perception — DOI: 10.3389/fpsyg.2026.1923159
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