About the Journal

ABOUT THE JOURNAL

AIPED

Journal of Pedagogical Innovation
and Artificial Intelligence

Advancing educational practice through pedagogical innovation, digital inquiry, and responsible artificial intelligence.

Connecting educational inquiry with intelligent technologies

AIPED: Journal of Pedagogical Innovation and Artificial Intelligence provides a scholarly forum for research on innovative teaching and learning practices and the educational applications of artificial intelligence. The journal aims to advance understanding of how pedagogical approaches, digital technologies, and AI can improve learning experiences, support educators, and contribute to effective, inclusive, and responsible education.

Bringing together perspectives from education, disciplinary teaching, and educational technology, AIPED connects theoretical inquiry with practical educational challenges. Its focus extends beyond the introduction of new tools to examine their pedagogical value, implementation, and implications for learners, educators, and educational institutions.

OUR PURPOSE

Meaningful innovation. Evidence-informed education.

AIPED seeks to strengthen the evidence base for educational innovation and encourage critical dialogue on the opportunities and challenges associated with AI in education. The journal welcomes work that explains what an innovation contributes, how and why it works, for whom it is effective, and under which educational conditions its benefits can be sustained.

FOCUS AND SCOPE

Areas of scholarly interest

Pedagogical innovation and learning design

Innovative teaching approaches, curriculum development, inquiry-based and project-based learning, collaborative learning, and instructional design across face-to-face, blended, and online environments.

Artificial intelligence in education

Educational applications of generative AI, intelligent tutoring systems, conversational agents, adaptive learning, and AI-supported teaching, feedback, and assessment, with attention to their educational effectiveness and limitations.

Digital learning environments and educational technologies

Digital learning resources, virtual laboratories, simulations, immersive environments, and technology-supported learning, including their design, accessibility, implementation, and evaluation.

Assessment, feedback, and learning analytics

Formative and summative assessment, automated and educator-mediated feedback, learning analytics, and the responsible use of educational data to understand learning processes and inform teaching decisions.

Teacher development and disciplinary education

Teacher education, professional learning, digital and AI literacy, and pedagogical innovation in STEM, languages, social sciences, humanities, and other disciplinary and interdisciplinary contexts.

Ethics, equity, and educational transformation

Responsible AI use, academic integrity, human agency, data privacy, algorithmic bias, inclusive education, equitable access, and institutional policies concerning technology adoption.

Contributions with educational significance

AIPED welcomes original empirical research, rigorous literature reviews, and theoretically grounded contributions that address questions relevant to its scope. Quantitative, qualitative, mixed-methods, and design-based approaches are welcome when appropriate to the research question.

Submissions should articulate a clear educational problem, situate the contribution within relevant scholarship, and explain the implications for educational knowledge or practice. Studies involving AI or other digital technologies should establish a substantive connection to teaching, learning, assessment, or educational systems.

Pedagogical studies need not include an AI component when they make a clear contribution to educational innovation. Similarly, technology-focused studies should demonstrate educational relevance beyond technical performance alone.

OUR READERSHIP

A shared space for research and practice

The journal serves educational researchers, teachers, teacher educators, instructional designers, educational technology specialists, postgraduate students, and policymakers interested in the relationships between pedagogy, intelligent technologies, and educational change.

Educational innovation begins with meaningful questions.

AIPED encourages scholarship that places educational purpose, credible evidence, and human responsibility at the centre of pedagogical and technological change.