The current debate about artificial intelligence in education is misframed, focusing

The gap

Evidence profile

Sourced from the future work and recommendations and future-work section and stated research gap of the source papers, classified as general, spanning 8 journals. Those papers have been cited 1 times in total.

Supporting evidence — 8 representative gaps

• Students' Views on the Use of Artificial Intelligence in Language for Specific Purposes (LSP) Courses (2026) · International Journal of Instruction · doi

  As AI continues to evolve, research by Kim and Lee (2024) and Jang et al. (2022) reveals the importance of experiential learning in shaping students' attitudes to AI. Their findings suggest that hands-on experiences with AI can positively influence students' perceptions, adding to their confidence in using AI tools and their understanding of the technology's relevance to their future endeavours. Peng and Wan (2024) emphasize the significance of students' perceptions in determining the success of AI integration, highlighting that positive perceptions can lead to increased acceptance and engagement with AI technologies. This highlights the need for ongoing research into students' attitudes and experiences with AI in language learning contexts. In conclusion, the literature reveals a complex landscape of AI integration in language education, with promising advancements and considerable challenges. As AI technologies continue to develop, ongoing research and careful consideration of ethical implications will be crucial for creating effective and responsible AI-enhanced language learning environments. METHOD The methodology section details the research design, research hypotheses, participants, data collection methods, sample description, and the data analysis approach. This study used a survey design to explore how the Slovenian students view AI use in foreign language learning, and their perception of professional language teachers' influence on learning using AI tools. To this end, an anonymous online survey was distributed via the 1KA web application. The survey included 15 questions: 13 closed- ended questions and two open-ended questions for additional reflections. Following the literature review presented above, the following research hypotheses were formulated: International Journal of Instruction, April 2026 ● Vol.19, No.2 130 Students' Views on the Use of Artificial Intelligence in Language … Hypothesis 1. Respondents' age, gender, and university enrolment influence their use of AI tools for educational purposes. Hypothesis 2. Respondents' age, gender, and university of enrolment impact their perception of professional language teachers’ influence on learning using AI tools.

  generalfuture work
  Keywords: language learning students influence tools perceptions using survey questions reveals attitudes experiences integration technologies ongoing
• Determinants of Artificial Intelligence (AI) Utilisation for Teaching and Research among Polytechnic Lecturers in Nigeria (2026) · Journal of African Innovation and Advanced Studies · doi

  Based on the findings and conclusions of the study, the following recommendations are proffered: a. The Federal Government, through the National Board for Technical Education (NBTE), should develop clear policies and frameworks for AI utilization and integration in Polytechnic education. 183 [email protected] FEBRUARY, 2026 b. Increased funding should be allocated to Polytechnics for the provision of modern ICT infrastructure, reliable internet connectivity and AI-enabled learning tools. c. AI-related content should be embedded into Polytechnic curricula to ensure that both lecturers and students acquire future-ready digital and AI skills so as to remain relevant in the dynamic digital age. d. Polytechnic management should be organizing regular training workshops and professional development programs to improve lecturers’ practical skills in using AI tools for teaching and research. e. Institutions should establish AI support units or innovation hubs to provide technical assistance and encourage experimentation with AI-based instructional materials. f. Lecturers, on their part, should engage in self-development training by participating in online AI courses, webinars and academic communities to enhance their digital competencies. In addition, they should be encouraged to adopt AI tools incrementally, starting with basic applications such as AI-assisted content development and research support tools.

  generalrecommendations
  Keywords: tools polytechnic lecturers digital development based technical education content skills training support conclusions following recommendations
• Challenges of secondary mathematics pre-service teachers in using ChatGPT in mathematics learning (2026) · Contemporary Mathematics and Science Education · doi

  Researchers recommend enhancing ChatGPT’s integration into mathematics learning by addressing several key areas. Educational institutions should invest in reliable internet connectivity and updated hardware to facilitate their practical use. Educators would benefit from training sessions and workshops that enable them to integrate ChatGPT into their teaching practices. For students, ChatGPT should be used as a supplementary resource, with an emphasis on cross- validating its responses and consulting other sources, especially for complex problems. Collaboration between AI developers and educators is essential to ensure ChatGPT’s features align with pedagogical practices and curriculum standards. At the same time, policymakers should advocate for AI tools as complementary resources rather than replacements for traditional methods. Communities can also support technological literacy by promoting programs that provide resources and training on AI tools like ChatGPT, local organizations and educational institutions. Emphasizing ChatGPT as a complementary tool within a broader educational framework is important, and further research should assess its long-term impact on students’ mathematical skills, using a mixed-method approach to explore its potential, challenges, and benefits. involving Author contributions: JMMD contributed to conceptualization, data curation, investigation, visualization, writing of the original draft, and review and editing of the manuscript. MRDS contributed to formal analysis, investigation, methodology, software, and writing – review & editing. JMA contributed to project administration, resources, supervision, validation, and writing – review & editing. FCK contributed to supervision, validation, and writing – review & editing. All authors approved the final version of the article. Funding: The authors received no financial support for the research and/or authorship of this article. Acknowledgments: The authors would like to thank the CTU-AC bachelor of secondary education major in mathematics participants, research teachers, and advisers. Ethics declaration: The authors adhered to research ethics protocols throughout this study. All participants signed a consent form before participating in the study. Participants’ names were anonymized to ensure confidentiality. AI statement: The authors acknowledge the use of AI tools, specifically Grammarly for grammar and style enhancement and ChatGPT for vocabulary refinement and conceptual development, during the preparation of this manuscript. All AI-generated content was thoroughly reviewed, fact- checked, and revised by the authors, who retain full responsibility for the accuracy and integrity of the published work. Declaration of interest: Authors declared no competing interest. Data availability: Data generated or analyzed during this study are available from the authors on request. REFERENCES Adel, A., Ahsan, A., & Davison, C. (2024). ChatGPT promises and challenges in education: Computational and ethical perspectives.

  generalrecommendations
  Keywords: chatgpt authors contributed writing review editing educational tools resources participants mathematics institutions educators training practices
• Assessment of Artificial Intelligence Awareness Level and Utilization Strategies Among Mathematics Students in Tertiary Institutions in Imo State (2026) · International Journal of Advanced Academic Research · doi

  https://doi.org/10.1186/s12909-025-07223-6⁠ artificial on Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments. Internet and Higher Education, 27, 1–13.https://doi.org/10.1016/j.iheduc.2015.04.007⁠ Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Assessment & Evaluation in Higher Education, 49(1), 1–14.https://doi.org/10.1080/02602938.2023.2180890⁠ Dergunova, Y., Aubakirova, R. Z., Yelmuratova, B. Z., Gulmira, T. M., Yuzikovna, P. N., & Antikeyeva, S. (2022). Artificial levels of students. International Journal of Emerging Technologies in Learning, 17(18), 26–37. https://doi.org/10.3991/ijet.v17i18.32195⁠ intelligence awareness Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), (pp. 1–19). Collaborative-learning: Cognitive and computational approaches Elsevier.https://doi.org/10.1016/B978-008043073-4/50001-4⁠ Dwivedi, Y. K., Kshetri, N., Hughes, L., et al. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative AI for research. International Journal of Information Management, 71,(10)26- 42.https://doi.org/10.1016/j.ijinfomgt.2023.102642⁠ El-Shara, I. A., Saeed, A. S., & Arouri, Y. M. (2025). University students’ awareness and attitudes toward the use of artificial intelligence applications in learning. International

  generalfuture work
  Keywords: https learning artificial higher education international academic cotton chatgpt students journal intelligence awareness dillenbourg collaborative
• Awareness on Artificial Intelligence Tools among Secondary School Students (2026) · International Journal of Science and Research (IJSR) · doi

  • Schools should programs, workshops, and training sessions on the educational use of AI tools for Secondary school students. awareness organize • Teachers should guide students in the ethical and responsible use of AI technologies for learning purposes. Volume 15 Issue 5, May 2026 Fully Refereed | Open Access | Double Blind Peer Reviewed Journal www.ijsr.net Paper ID: SR26526140725DOI: https://dx.doi.org/10.21275/SR265261407251714 International Journal of Science and Research (IJSR) ISSN: 2319-7064 Impact Factor 2025: 7.089 [6] https://doi.org/10.63960/sijmds-2024-119Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. [7] https://doi.org/10.58863/20.500.12424/4276068 Imamguluyev, R, Hasanova, P, Imanova, T, Mammadova, A., Hajizada, S, & Samadova, Z. (2024). Ai-powered educational tools: Transforming learning in the digital era. International Research Journal of

  generalrecommendations
  Keywords: learning journal https educational tools students ijsr international schools programs workshops training sessions secondary school
• Enhancing English Language Education: A Review of the Efficacy of AI-Driven Interactive Activity Design (2026) · Pakistan Social Sciences Review · cited 1× · doi

  Implications for practice, policy, and future directions are also suggested. Schools should implement AI based learning systems that offer personalized learning and provide data driven feedback to teachers. AI based learning systems should be used as part of formal education rather than a tool outside of the classroom to keep in line with the learning goals and assessments. For example, AI-based games and activities can be employed to promote learners’ motivation and engagement, for instance in vocabulary learning, grammar exercises or speaking activities. At the same time, teachers need to be supported over a longer period of time with respect to pedagogical training in the use of AI, handling digital data, as well as the ethical issues involved, which would allow them to confidently embed AI- facilitated tasks in lesson planning, assessment and feedback. The issues of equity and access should continue to be a dominant concern when implementing AI-assisted language learning. Inequities in access to technology, the internet and computer hardware should be compensated for by investing in infrastructure and providing support for students. The implementation of AI-assisted learning should be underpinned by policies and protocols that are developed to protect the rights of students when their data is collected, and that clearly communicate the ways in which their data will be used. AI-assisted learning should be implemented as a long- term solution and accompanied by sufficient planning, funding, infrastructure and monitoring and evaluation processes to ensure it is sustainable. 51 Pakistan Social Science Review (PSSR) January-February 2026, Vol. 10, No. 1

  generalrecommendations
  Keywords: learning based assisted systems feedback teachers used activities time issues planning access infrastructure students implications
• Inteligencia artificial: Apropiaciones y ética en el proceso de aprendizaje de lenguas en estudiantes de pregrado en México (2026) · RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo · doi

  The paper suggests that further research is needed to fully understand the potential of AI to improve educational outcomes and to address the challenges associated with its use. The paper notes that future research should consider the ethical implications of AI use in education and the need for guidelines and regulations to ensure that AI is used in a way that is transparent, accountable, and fair. The paper suggests that future research should also explore the use of AI in other areas of education, including the potential of AI to improve student outcomes and to enhance the teaching and learning experience.

  generalfuture-work sectionevidence 5/5
  Keywords: paper suggests further research needed fully understand potential
• A pergunta errada sobre IA na educação: um ensaio sobre inteligência pedagógica em tempos de inteligência artificial (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The current debate about artificial intelligence in education is misframed, focusing on adopting technology rather than developing pedagogical intelligence. There is a lack of understanding of how to develop pedagogical intelligence in educators. The role of technology in education is not well understood, with a focus on adopting new technologies rather than developing pedagogical intelligence.

  generalstated research gapevidence 4/5
  Keywords: current debate about artificial intelligence education misframed focusing

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