Mapping Academic Perspectives on AI in Education: Trends, Challenges, and Sentiments in Educational Research (2018-2024)
Saved in:
| Title: | Mapping Academic Perspectives on AI in Education: Trends, Challenges, and Sentiments in Educational Research (2018-2024) |
|---|---|
| Language: | English |
| Authors: | Ji Hyun Yu (ORCID |
| Source: | Educational Technology Research and Development. 2025 73(1):199-227. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Educational Trends, Trend Analysis, Educational Research, Technology Integration, Ethics, Educational Policy, Policy Formation, Evidence Based Practice, Decision Making |
| DOI: | 10.1007/s11423-024-10425-2 |
| ISSN: | 1042-1629 1556-6501 |
| Abstract: | How is the academic community conceptualizing and approaching the integration of AI in education, considering its potential, complexities, and challenges? This study addresses this fundamental question by employing a multifaceted approach that combines co-occurrence network analysis, latent Dirichlet allocation (LDA), and sentiment analysis on a corpus of abstracts from academic publications from 2018 to 2024. The findings reveal key themes in the scholarly discourse, including the centrality of ethical considerations, the impact of global events on AI adoption, and the practical applications of AI in educational management and policymaking. Moreover, the study identifies the main factors discussed in literature as influencing successful AI integration, the challenges and opportunities associated with AI in education, and the evolving academic perspectives on AI's role in educational settings. This comprehensive analysis of academic literature provides valuable insights into the current state of AI in education research, highlighting trends, challenges, and sentiments as they have evolved over time. By mapping the landscape of scholarly thought on this topic, this study aims to inform future research agendas, contribute to policy discussions, and provide a foundation for evidence-based decision-making in the development and implementation of AI technologies in educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462602 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | How is the academic community conceptualizing and approaching the integration of AI in education, considering its potential, complexities, and challenges? This study addresses this fundamental question by employing a multifaceted approach that combines co-occurrence network analysis, latent Dirichlet allocation (LDA), and sentiment analysis on a corpus of abstracts from academic publications from 2018 to 2024. The findings reveal key themes in the scholarly discourse, including the centrality of ethical considerations, the impact of global events on AI adoption, and the practical applications of AI in educational management and policymaking. Moreover, the study identifies the main factors discussed in literature as influencing successful AI integration, the challenges and opportunities associated with AI in education, and the evolving academic perspectives on AI's role in educational settings. This comprehensive analysis of academic literature provides valuable insights into the current state of AI in education research, highlighting trends, challenges, and sentiments as they have evolved over time. By mapping the landscape of scholarly thought on this topic, this study aims to inform future research agendas, contribute to policy discussions, and provide a foundation for evidence-based decision-making in the development and implementation of AI technologies in educational contexts. |
|---|---|
| ISSN: | 1042-1629 1556-6501 |
| DOI: | 10.1007/s11423-024-10425-2 |
