Multidimensional Responses to AI-Driven Transformation in Educational Contexts: Theoretical Frameworks, Tool Development, and Practical Exploration

Participate in this topic

Submit your idea

You will be redirected to our submission process.

Submit your manuscript summarySubmit your manuscript

About this Research Topic

Submission deadlines

  1. Manuscript Summary Submission Deadline 18 February 2026 | Manuscript Submission Deadline 8 June 2026

  2. This Research Topic is currently accepting articles.

    1. Check author guidelines

Background

The rapid transformation of educational contexts driven by artificial intelligence (AI), which covers primary schools, secondary institutions and universities, has reshaped the operational modes of educational systems, the delivery methods of teaching and the ways learners engage with knowledge. Contemporary educational environments are witnessing a growing influence of artificial intelligence-powered tools, spanning adaptive instructional platforms to data-informed learning support systems. Nevertheless, this transitional process also underscores a pivotal imbalance: educational institutions and researchers frequently prioritize the technical adaptation to artificial intelligence, while neglecting the psychological underpinnings that govern whether artificial intelligence-driven changes can yield effective, equitable, and sustainable learning outcomes. Additionally, there is an urgent requirement to formulate holistic responses to AI, encompassing theoretical frameworks that offer guidance for practical implementation, tools that are aligned with the learning needs of human beings, and practical strategies that provide support for diverse educators and learners. All these components must be grounded in an understanding of the ways in which AI interacts with human cognition, learning processes, motivation, and beliefs regarding learning. As such, researchers are invited to contribute original articles exploring multi-dimensional responses to AI in educational contexts, with explicit attention to the core principles of educational psychology (e.g., behaviorism, cognitive learning theory, constructivism, social learning theory) that underpin meaningful educational adaptation. In particular, cognition and metacognition emerge as key pillars for helping educators and learners navigate AI-driven changes, while considerations of motivation and individual beliefs ensure that responses to AI are inclusive and responsive to diverse needs.



We aim to explore and advance research as well as academic inquiry concerning multi-dimensional responses to artificial intelligence in education. Its focus is strictly directed toward one or more core principles of educational psychology, including human cognition, learning, motivation and beliefs about learning. The ultimate objective is to equip educators, researchers and policymakers with the capacity to effectively navigate and shape the educational changes driven by artificial intelligence. We are interested in studies that examine responses to AI in educational contexts through four critical lenses:

(1) theoretical/conceptual considerations (e.g., frameworks for aligning AI strategies with cognitive learning theory or constructivism)

(2) cognitive processes (e.g., how metacognition supports educators’ integration of AI tools or learners’ adaptation to AI-enhanced instruction),

(3) individual differences (e.g., how diverse learners’ motivation or resilience influences their response to AI)

(4) social interactions (e.g., how AI shapes teacher-student or peer dynamics in the context of adaptive responses to change).



We are interested in a broad set of detailed and in-depth papers, including empirical studies, methodological innovations, and systematic reviews or meta-analyses, as well as those that promote inclusive and equitable learning opportunities, enhance educational outcomes, and foster lifelong learning for all.

Note: The following vocational fields lie outside the scope of this call: digital education, entrepreneurship, higher education, language learning, and teacher training. Additionally, unless the core principles of educational psychology (noted above) are referenced, the following are also outside the scope of the call: AI (in isolation from psychological constructs), business, career readiness, digital adeptness, digital tech (focused solely on technical functionality), distance learning (without linking to cognition or motivation), elementary education (not grounded in educational psychology), engineering, entrepreneurial tendencies, healthcare and patient management, medicine, job satisfaction (without connecting to learning or instructional adaptation), marketing and branding, reading, pre-service perspectives (not tied to psychological principles), and sustainable development (in isolation from educational responses to AI).



We seek a broad set of papers: empirical, methodological, systematic reviews or meta-analysis, and papers on inclusive and equitable learning, enhanced educational outcomes, and lifelong learning. Topics include:

1. What do multi-dimensional responses to AI in educational contexts look like? (e.g., key qualities of theoretical frameworks, characteristics of learner-centered AI tools, strategies for practical implementation)? At different developmental stages (e.g., primary learners vs. adult lifelong learners)? From different perspectives (researcher, teacher, student, policymaker)? Across intersectional contexts (e.g., diverse cultural settings, inclusive environments for learners with disabilities)? Within communities that vary in AI acceptance?

2. Assessment/psychometrics: Measures and factors to assess the effectiveness of responses to AI in education (e.g., tools to evaluate how theoretical frameworks or AI tools influence cognitive engagement, motivation, or learning beliefs).

3. Associations with (positive) development: Extending earlier research to examine how responses to AI support educational quality—including links to improved learning outcomes, enhanced equity, and sustained engagement with AI tools.

4. Theorizing around responses to AI in education: Including reviews of important theoretical perspectives and how these frameworks inform the design of AI-responsive strategies.

5. Cognitive science and responses to AI in education: Exploring how cognitive processes (e.g., attention, memory, metacognition) shape effective adaptation to AI, and how AI tools can be designed to support these processes.

6. Empirical pieces with a wide array of methodological approaches, including quantitative (e.g., analyses of how AI tools influence motivation or cognitive outcomes), qualitative (e.g., explorations of educator beliefs about AI), and mixed methods.

7. Work that involves non-comparative, intersectional, and strengths-based approaches (e.g., centering the needs of marginalized learners in AI strategies), innovative and sophisticated statistical analyses (e.g., psychometric validation of AI-response assessment tools), and community-based participatory action research (e.g., collaborating with schools to co-design practical AI strategies).

Article types and fees

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

  • Brief Research Report
  • Clinical Trial
  • Conceptual Analysis
  • Curriculum, Instruction, and Pedagogy
  • Data Report
  • Editorial
  • FAIR² Data
  • General Commentary
  • Hypothesis and Theory

Articles that are accepted for publication by our external editors following rigorous peer review incur a publishing fee charged to Authors, institutions, or funders.

Article types

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

  • Brief Research Report
  • Clinical Trial
  • Conceptual Analysis
  • Curriculum, Instruction, and Pedagogy
  • Data Report
  • Editorial
  • FAIR² Data
  • General Commentary
  • Hypothesis and Theory
  • Methods
  • Mini Review
  • Opinion
  • Original Research
  • Perspective
  • Policy and Practice Reviews
  • Registered Report
  • Review
  • Study Protocol
  • Systematic Review
  • Technology and Code

Keywords: AI, artificial intelligence, generative AI, achievement, anxiety, attitudes and mindset, children, students, teachers, cognition, collaboration, technology acceptance, AI literacy, learning behavior, learning motivation, learning resilience

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

Topic editors

Frequently asked questions

  • Frontiers' Research Topics are collaborative hubs built around an emerging theme.Defined, managed, and led by renowned researchers, they bring communities together around a shared area of interest to stimulate collaboration and innovation.

    Unlike section journals, which serve established specialty communities, Research Topics are pioneer hubs, responding to the evolving scientific landscape and catering to new communities.

  • The goal of Frontiers' publishing program is to empower research communities to actively steer the course of scientific publishing. Our program was implemented as a three-part unit with fixed field journals, flexible specialty sections, and dynamically emerging Research Topics, connecting communities of different sizes and maturity.

    Research Topics originate from the scientific community. Many of our Research Topics are suggested by existing editorial board members who have identified critical challenges or areas of interest in their field.

  • As an editor, Research Topics will help you build your journal, as well as your community, around emerging, cutting-edge research. As research trailblazers, Research Topics attract high-quality submissions from leading experts all over the world.

    A thriving Research Topic can potentially evolve into a new specialty section if there is sustained interest and a growing community around it.

  • Each Research Topic must be approved by the specialty chief editor, and it falls under the editorial oversight of our editorial boards, supported by our in-house research integrity team. The same standards and rigorous peer review processes apply to articles published as part of a Research Topic as for any other article we publish.

    In 2023, 80% of the Research Topics we published were edited or co-edited by our editorial board members, who are already familiar with their journal's scope, ethos, and publishing model. All other topics are guest edited by leaders in their field, each vetted and formally approved by the specialty chief editor.

  • Publishing your article within a Research Topic with other related articles increases its discoverability and visibility, which can lead to more views, downloads, and citations. Research Topics grow dynamically as more published articles are added, causing frequent revisiting, and further visibility.

    As Research Topics are multidisciplinary, they are cross-listed in several fields and section journals – increasing your reach even more and giving you the chance to expand your network and collaborate with researchers in different fields, all focusing on expanding knowledge around the same important topic.

    Our larger Research Topics are also converted into ebooks and receive social media promotion from our digital marketing team.

     

  • Frontiers offers multiple article types, but it will depend on the field and section journals in which the Research Topic will be featured. The available article types for a Research Topic will appear in the drop-down menu during the submission process.

    Check available article types here 

  • Yes, we would love to hear your ideas for a topic. Most of our Research Topics are community-led and suggested by researchers in the field. Our in-house editorial team will contact you to talk about your idea and whether you’d like to edit the topic. If you’re an early-stage researcher, we will offer you the opportunity to coordinate your topic, with the support of a senior researcher as the topic editor. 

    Suggest your topic here 

  • A team of guest editors (called topic editors) lead their Research Topic. This editorial team oversees the entire process, from the initial topic proposal to calls for participation, the peer review, and final publications.

    The team may also include topic coordinators, who help the topic editors send calls for participation, liaise with topic editors on abstracts, and support contributing authors. In some cases, they can also be assigned as reviewers.

  • As a topic editor (TE), you will take the lead on all editorial decisions for the Research Topic, starting with defining its scope. This allows you to curate research around a topic that interests you, bring together different perspectives from leading researchers across different fields and shape the future of your field. 

     

    You will choose your team of co-editors, curate a list of potential authors, send calls for participation and oversee the peer review process, accepting or recommending rejection for each manuscript submitted.

  • As a topic editor, you're supported at every stage by our in-house team. You will be assigned a single point of contact to help you on both editorial and technical matters. Your topic is managed through our user-friendly online platform, and the peer review process is supported by our industry-first AI review assistant (AIRA).

  • If you’re an early-stage researcher, we will offer you the opportunity to coordinate your topic, with the support of a senior researcher as the topic editor. This provides you with valuable editorial experience, improving your ability to critically evaluate research articles and enhancing your understanding of the quality standards and requirements for scientific publishing, as well as the opportunity to discover new research in your field, and expand your professional network.

  • Yes, certificates can be issued on request. We are happy to provide a certificate for your contribution to editing a successful Research Topic.

  • Research Topics thrive on collaboration and their multi-disciplinary approach around emerging, cutting-edge themes, attract leading researchers from all over the world.

  • As a topic editor, you can set the timeline for your Research Topic, and we will work with you at your pace. Typically, Research Topics are online and open for submissions within a few weeks and remain open for participation for 6 – 12 months. Individual articles within a Research Topic are published as soon as they are ready.

    Find out more about our Research Topics

  • Our fee support program ensures that all articles that pass peer review, including those published in Research Topics, can benefit from open access – regardless of the author's field or funding situation.

    Authors and institutions with insufficient funding can apply for a discount on their publishing fees. A fee support application form is available on our website.

  • In line with our mission to promote healthy lives on a healthy planet, we do not provide printed materials. All our articles and ebooks are available under a CC-BY license, so you can share and print copies.

     

Manuscripts can be submitted to this Research Topic via the main journal or any other participating journal.

Submit your idea

You will be redirected to our submission process.

Submit your manuscript summarySubmit your manuscript

Share on WeChat

Scan with WeChat to share this article