Call for Papers

 

magis, International Journal of Research in Education

 

Special Issue: Generative Artificial Intelligence in Education – Opportunities and Challenges in Education

 

Guest Editors:

Rocío López-Ordosgoitia, Faculty of Education, Pontificia Universidad Javeriana (Bogotá, Colombia).
Ph.D. in Information and Communication Sciences (University of Lille, France); M.A. in Media Engineering for Education (University of Poitiers, France). Research interests: digital technologies in education, Generative Artificial Intelligence, Childhoods, and Digital Media.
Email: rvlopez@javeriana.edu.co

 

Carolina Salamanca Lamouroux, Faculty of Education, University of Lille (France).
Ph.D. in Education Sciences (University of Lille, France); M.A. in Education Sciences (University of Rouen, France). Pedagogical advisor in university pedagogy. Research interests: Digital Technologies in Schools, Generative Artificial Intelligence, and Teacher Education.
Email: carolina.salamanca@univ-lille.fr

 

José María Espinoza Bueno, Faculty of Education, Pontificia Universidad Católica del Perú (Lima, Peru).
Ph.D. candidate in Intercultural Education (Ludwig-Maximilians-Universität München, Germany); M.A. in Media Engineering for Education (University of Poitiers, France). Research interests: Appropriation of Emerging Technologies, Innovation, and Socio-Educational Entrepreneurship.
Email: jmespinozab@pucp.edu.pe

 

Objective

This special issue seeks to contribute to the academic debate on the integration of Generative Artificial Intelligence (GAI) in education by analyzing its opportunities, challenges, and pedagogical experiences from diverse perspectives and educational contexts.

 

Description

 

The year 2023 marked a turning point in the recent history of educational technology with the massive emergence of Generative Artificial Intelligence tools, such as ChatGPT. These technologies—capable of producing text, images, or code from simple prompts—have transformed multiple dimensions of daily and academic life.

In the educational field, their rapid expansion has renewed interest in understanding not only their pedagogical potential but also their ethical, political, and epistemological limits. As noted by Fajardo-Aguilar and Ayala-Gavilanes (2023), recent years have witnessed significant growth in scientific production focused on AI applications in education, underscoring the urgency of opening spaces for critical reflection from a transdisciplinary perspective.



 

 

This special issue invites theoretical and empirical contributions that examine the impact of GAI on education, guided by four key questions:


 

- What opportunities, risks, and challenges arise from the incorporation of GAI in educational practice?


 

- How can GAI be leveraged to foster equity and inclusion in educational institutions?


 

- What ethical considerations emerge—or should be made visible—in the use of GAI in education?


 

- What research is being developed on the use of GAI in education in terms of curriculum flexibility?



 

These questions encourage moving beyond technological enthusiasm to situate GAI within the cultural, social, and ethical frameworks that shape its appropriation. As Schlagwein and Willcocks (2023) adressed, it is urgent to develop pedagogical and regulatory frameworks that guide its responsible use, particularly in contexts of evaluation, academic production, and professional training. Similarly, UNESCO (2023) calls for the implementation of GAI technologies to promote inclusive and equitable education, aligned with Sustainable Development Goal 4.

It is therefore essential to promote research and analysis that explore the conditions and challenges faced by teachers and students regarding GAI: from the automation of educational tasks (material creation, tutoring, assessment, etc.) to the transformation of pedagogical roles, curriculum design, and sociocultural inclusion. As Peres et al. (2023) highlight, GAI tools can significantly alter educational practice by expanding possibilities for personalization, content access, and co-creation of knowledge. However, these advances also bring associated challenges, such as technological dependency, information quality, ethical and critical literacy needs, and environmental impact (García & Schbath, 2025).


 

This special issue welcomes theoretical and empirical contributions from researchers, educators, and educational technology specialists that analyze educational experiences incorporating GAI in school or higher education contexts. Submissions addressing interculturality, curriculum flexibility, student authorship, and innovative forms of collaboration and participation are especially encouraged.

This theme issue aims to be a space for dialogue and collective construction in response to one of the most disruptive and complex phenomena in contemporary education.

 

Topics of Interest

 

- Implementation and use of Generative Artificial Intelligence for curriculum flexibility in educational institutions.

 

- Adoption of Generative Artificial Intelligence for equity and inclusion in education.

 

- Ethical challenges in the use of Generative Artificial Intelligence in education (educational resources, student authorship, collaboration, participation, etc.).

 

- Transformations in teacher education and pedagogical practices resulting from GAI

integration.

 

Guidelines and Timeline

To participate in this dossier, authors must submit a title (no longer than 12 words) and an abstract of up to 500 words, which should succinctly present the introduction, objectives, methodology, and main results of the article.

For the dossier, submissions of research-based articles are accepted, which, depending on their nature, may be:

• Scientific and technological research articles: These present, in detail, the original results of completed research projects. In general, the structure must contain six basic and mandatory sections: introduction, conceptual framework, methodology, results, discussion of results, and conclusions.

• Review articles: Documents that present state-of-the-art analyses or exhaustive reviews that account for advances and trends in a field of knowledge, a topic, or a particular issue. They are characterized by a careful bibliographic review, based on a systematic process of selection and analysis of texts, and must include a significant and relevant number of references to research and theoretical works (minimum of 50 cited references).

• Reflection articles: Meta-research documents that present theoretical elaborations, critical interpretations, or conceptualizations related to epistemological aspects or methodological constructions, derived from completed research by the authors.

The abstract submission must be sent via the journal’s email (magisrevista@javeriana.edu.co). To this address, authors must send the anonymized abstract file, the data form, and the certification letter confirming the manuscript’s originality, signed by all authors of the manuscript.

Submission of abstracts (for pre-selection): February 1 to March 31, 2026

Submission of selected full articles: May 1 to July 31, 2026

See the journal and author guidelines: http://revistas.javeriana.edu.co/index.php/MAGIS