Artificial Intelligence in Educational Research and Scholarship: Seven Framings

In a recent interview (Bender et al., 2025), Professor Emily M. Bender discussed the limitations of technical solutions in addressing harmful Artificial Intelligence (AI) bias. She described a particular point we may reach at which technical solutions stop working, and when we should then widen the...

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Autores: Costello, Eamon, Ferreira, Giselle, Hrastinski, Stefan, McDonald, Jason K., Tlili, Ahmed, Veletsianos, George, Marín, Victoria I., Huijser, Henk, Altena, Sharon
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universitat de Lleida (UdL)
Repositorio:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/468648
Acceso en línea:https://doi.org/10.53761/xs5e3834
https://hdl.handle.net/10459.1/468648
Access Level:acceso abierto
Palabra clave:AIED
AI in Education
Research methodology
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spelling Artificial Intelligence in Educational Research and Scholarship: Seven FramingsCostello, EamonFerreira, GiselleHrastinski, StefanMcDonald, Jason K.Tlili, AhmedVeletsianos, GeorgeMarín, Victoria I.Huijser, HenkAltena, SharonAIEDAI in EducationResearch methodologyIn a recent interview (Bender et al., 2025), Professor Emily M. Bender discussed the limitations of technical solutions in addressing harmful Artificial Intelligence (AI) bias. She described a particular point we may reach at which technical solutions stop working, and when we should then widen the lens to ask about the problem framing itself. This is a crucial step in any inquiry that is of concern to both novice and experienced researchers alike: moving from problem-solving to problematisation. This commentary aims to provide educational researchers with a glimpse into the wide array of research problems and problematisation of AI in Education (AIED). It discusses seven framings of AIED: methodological pluralism; metaphors; ethnographic studies; imagining futures through fiction; humanistic groundings of AI design and development; third space professionals in research; and open education. We describe why these particular frames are relevant and how we wrote this commentary. We go on to suggest that to sustain the desirable but sometimes elusive nexus between research and teaching, we need to see both as rich, diverse, and distributed activities consisting of many actors. We seek to probe: What is AI? Who gets to say so and why? What critical, creative and pluralistic approaches can we take to research into its effects on the outcomes and experiences of students in higher education?Joesph Crawford2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.53761/xs5e3834https://hdl.handle.net/10459.1/468648reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésReproducció del document publicat a https://doi.org/10.53761/xs5e3834Journal of University Teaching and Learning Practice, 2025, vol. 22, núm. 4cc-by-nc-sa (c) Eamon Costello et al., 2025Attribution-NonCommercial-ShareAlike 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/oai:repositori.udl.cat:10459.1/4686482026-06-24T12:42:17Z
dc.title.none.fl_str_mv Artificial Intelligence in Educational Research and Scholarship: Seven Framings
title Artificial Intelligence in Educational Research and Scholarship: Seven Framings
spellingShingle Artificial Intelligence in Educational Research and Scholarship: Seven Framings
Costello, Eamon
AIED
AI in Education
Research methodology
title_short Artificial Intelligence in Educational Research and Scholarship: Seven Framings
title_full Artificial Intelligence in Educational Research and Scholarship: Seven Framings
title_fullStr Artificial Intelligence in Educational Research and Scholarship: Seven Framings
title_full_unstemmed Artificial Intelligence in Educational Research and Scholarship: Seven Framings
title_sort Artificial Intelligence in Educational Research and Scholarship: Seven Framings
dc.creator.none.fl_str_mv Costello, Eamon
Ferreira, Giselle
Hrastinski, Stefan
McDonald, Jason K.
Tlili, Ahmed
Veletsianos, George
Marín, Victoria I.
Huijser, Henk
Altena, Sharon
author Costello, Eamon
author_facet Costello, Eamon
Ferreira, Giselle
Hrastinski, Stefan
McDonald, Jason K.
Tlili, Ahmed
Veletsianos, George
Marín, Victoria I.
Huijser, Henk
Altena, Sharon
author_role author
author2 Ferreira, Giselle
Hrastinski, Stefan
McDonald, Jason K.
Tlili, Ahmed
Veletsianos, George
Marín, Victoria I.
Huijser, Henk
Altena, Sharon
author2_role author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv AIED
AI in Education
Research methodology
topic AIED
AI in Education
Research methodology
description In a recent interview (Bender et al., 2025), Professor Emily M. Bender discussed the limitations of technical solutions in addressing harmful Artificial Intelligence (AI) bias. She described a particular point we may reach at which technical solutions stop working, and when we should then widen the lens to ask about the problem framing itself. This is a crucial step in any inquiry that is of concern to both novice and experienced researchers alike: moving from problem-solving to problematisation. This commentary aims to provide educational researchers with a glimpse into the wide array of research problems and problematisation of AI in Education (AIED). It discusses seven framings of AIED: methodological pluralism; metaphors; ethnographic studies; imagining futures through fiction; humanistic groundings of AI design and development; third space professionals in research; and open education. We describe why these particular frames are relevant and how we wrote this commentary. We go on to suggest that to sustain the desirable but sometimes elusive nexus between research and teaching, we need to see both as rich, diverse, and distributed activities consisting of many actors. We seek to probe: What is AI? Who gets to say so and why? What critical, creative and pluralistic approaches can we take to research into its effects on the outcomes and experiences of students in higher education?
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.53761/xs5e3834
https://hdl.handle.net/10459.1/468648
url https://doi.org/10.53761/xs5e3834
https://hdl.handle.net/10459.1/468648
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.53761/xs5e3834
Journal of University Teaching and Learning Practice, 2025, vol. 22, núm. 4
dc.rights.none.fl_str_mv cc-by-nc-sa (c) Eamon Costello et al., 2025
Attribution-NonCommercial-ShareAlike 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-sa/4.0/
rights_invalid_str_mv cc-by-nc-sa (c) Eamon Costello et al., 2025
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Joesph Crawford
publisher.none.fl_str_mv Joesph Crawford
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
repository.name.fl_str_mv
repository.mail.fl_str_mv
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