Editorial Perspective on the 2025 Edition (V6) of the Review of Artificial Intelligence in Education: Advances, challenges, and theoretical convergences in global AI-in-education research
Vol. 6 (2025), PERSPECTIVES - EDITORIAL
Vol. 6 (2025)

Editorial Perspective on the 2025 Edition (V6) of the Review of Artificial Intelligence in Education: Advances, challenges, and theoretical convergences in global AI-in-education research

PERSPECTIVES - EDITORIAL
https://doi.org/10.37497/rev.artif.intell.educ.v6ii.65
Published 2025-12-04
Altieres de Oliveira Silva
Editora Alumni, Florida
https://orcid.org/0000-0001-9940-6817
Diego Janes
Editora Alumni, São Paulo
https://orcid.org/0000-0003-2701-4624
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Keywords

Artificial Intelligence
Education
AI Governance
Digital Inclusion
Global Research Trends

How to Cite

Silva , A. de O., & Janes, D. (2025). Editorial Perspective on the 2025 Edition (V6) of the Review of Artificial Intelligence in Education: Advances, challenges, and theoretical convergences in global AI-in-education research. Review of Artificial Intelligence in Education, 6(i), e065; 01–15. https://doi.org/10.37497/rev.artif.intell.educ.v6ii.65
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Abstract

Purpose: To present an editorial and analytical synthesis of the 2025 issue (Volume 6) of the Review of Artificial Intelligence in Education, highlighting conceptual, methodological, and thematic trends emerging across the international studies published on AI in education.

Methodology: An integrative review of all articles in the edition was conducted, examining theoretical perspectives, methodological designs, explanatory models, institutional diversity, and cross-national contributions. The synthesis draws on comparative analysis of findings from Europe, Asia, Latin America, the Caribbean, Africa, and Brazil.

Findings: The issue reveals four major axes: (1) AI governance and ethics, with growing emphasis on regulation, explainability, and compliance frameworks (EU; ISO 42001). (2) Pedagogical practices and real-world AI use by students and educators, showing tensions between efficiency gains and educational risks. (3) Student vulnerability and digital inequality, underscoring the need for inclusive policy frameworks. (4) Methodological diversification, marked by PLS-SEM, Social Network Analysis, PRISMA-based reviews, normative-institutional analyses, and conceptual modeling in generative AI.

Conclusion: The 2025 edition reinforces the journal’s role as a global reference in AI-in-education research, combining scientific rigor, methodological plurality, and commitment to open science. The contributions deepen international dialogue on responsible AI governance, innovative teaching practices, and equitable digital transformation.

https://doi.org/10.37497/rev.artif.intell.educ.v6ii.65
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PDF Zenodo
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References

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