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This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.

Abstract This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT.

Artificial Intelligence (AI) is seeping into many aspects of our everyday lives, with common internet applications, smartphones and even household appliances. Within education, AI is a rapidly emerging field and there is a strong potential for AI to greatly extend and enhance teaching and learning in higher education (Crompton et al., 2020). AI is defined as “computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use of data for complex processing tasks” (Popenici & Kerr, 2017). In the Horizon Report 2020 report (Brown et al., 2020), AI is listed as one of six technologies with the potential for high impact in higher education.

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous frameworks and applies a holistic systems approach to understanding effective technology integration. This takes into account all aspects of technology integration including new findings uncovered during the COVID-19 lockdown. TPACK and SAMR were analyzed identifying their benefits and limitations and then the SETI framework was explained providing insight into the value of a whole systems approach to technology integration.

Geometry and spatial reasoning form the foundations of learning in mathematics. However, geometry is a subject often ignored by curriculum writers and teachers until high school, leading to students lacking in critical skills in geometric reasoning. As the United States moves into a new curriculum epoch, heralding the commencement of the national common core standards (CCS), one could question if CCS in geometry align with the essential understandings children need to be successful geometric thinkers. This paper begins with an examination of the essential understandings of geometric reasoning leading to an interpretation and critique of the elementary geometry CCS. Finally, the instructional implications are discussed, considering the common core progression through what we know about how children learn geometry.

Digital technologies are key tools that can be used to extend and enhance teaching and learning. However, empirical evidence show educators are unclear how to integrate technology and it is often used to support past teaching practices. Designbased research (DBR) involving a grounded theory design was used to construct a set of seven detailed education technology standards to provide guidance on how technology should be integrated and a set of 24 examples as indicators of these standards. This DBR mixed methods approach involved 2429 participants and gathered data from focus groups, surveys, and interviews. The DBR involved two macro cycles of design, implementation, analysis, and revision within the development of the standards. These standards are unique as they are the first empirically developed instructional technology standards for educators.

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self-regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI.

Technology has become commonplace in K-12 classrooms with students actively using digital technology to support learning. The purpose of this study was to investigate whether there is empirical support that implementing the ISTE Standards for Students can result in learning gains. A scoping review methodology was used to map extant literature to evidence of learning gains. To ensure transparency in the selection of the articles and the evidence gathering procedure, an a priori method was used. This study is unique in that it provides the first examination of a set of student standards for technology use to learning gains within empirical articles. The findings reveal that there is evidence that all seven of the standards can lead to learning gains. This study is helpful in providing direction and guidance for all, such as educational leaders, teachers, administrators, researchers and policy makers who are looking for a roadmap for effective technology integration that leads to student success.

ChatGPT, an AI chatbot developed by OpenAI, was released in November 2022, sparking a significant surge in global awareness and utilization of generative AI across various domains. Although recent studies have acknowledged the significance of ChatGPT in the education sector, they have yet to focus on exploring faculty attitudes toward ChatGPT. We gathered a comprehensive corpus of tweets containing "#ChatGPT" and "#highered" between November 30th, 2022, and April 30th, 2023. We analyzed data by triangulating VADER, NRC lexicon, and ground coding. Findings suggest that 40% of the expressed sentiments were positive, 51% were neutral, and 9% were negative. The study also revealed the diverse range of emotions held by higher education faculty regarding ChatGPT, with trust and joy being the most prevalent positive sentiments and fear and anger being the most prevalent negative sentiments. This study shed light on faculty members' perceptions of ChatGPT, contributing to a better understanding of the impact, emotions, and incorporation of ChatGPT in the higher education sector.

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

Artificial Intelligence in Education (AIEd) has experienced a rapid rise in the past decade. This systematic review is the first examining the use of AIEd in K-12 including 169 extant studies from 2011 to 2021. This study provides contextual information from the research, such as the educational disciplines, educational levels, research purposes, methodologies, year published and who the AI was intended to support. The grounded coding revealed affordances fit into three main themes of AIEd connecting to pedagogies (e.g., gaming, personalization), administration (e.g., diagnostic tools), and subject content. Challenges in AIEd K-12 included issues toward negative perceptions, lack of student and teacher technology skills, ethical concerns, and issues directly with the ease of use and design of the AI tools.

Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

The implementation of virtual reality (VR) has gained popularity in the organizational settings in responding to the digital transformation in the era of Industry 4.0. VR offers immersive and authentic experiences for learners through simulated real-life scenarios during training. While the affordances have been widely discussed, there is a need to take a systems thinking approach and look at the challenges and side effects associated with the implementation. This systematic review is an effort to comprehensively understand the challenges and side effects along with the exploration of contexts, affordances, and attitudes toward VR applications of the VR initiative for training in organizational contexts. Following a ground theory approach, we analyzed 50 articles published since 2011 that covered a wide range of industries and locations worldwide. The findings from our analysis revealed multiple affordances, challenges, and side effects of applying VR in training. We hope to promote a discussion on VR integration, especially to caution researchers and practitioners the challenges and side effects of this initiative in the design and implementation process, to derive maximum value of the immersive technologies in learning. The results contribute to a comprehensive understanding of applying VR in organizational settings and informs design considerations for successful VR implementation in training programs.

ChatGPT was released to the public in November 30, 2022. This study examines how ChatGPT can be used by educators and students to promote learning and what are the challenges and limitations. This study is unique in providing one of the first systematic reviews using peer review studies to provide an early examination of the field. Using PRISMA principles, 44 articles were selected for review. Grounded coding was then used to reveal trends in the data. The findings show that educators can use ChatGPT for teaching support, task automation, and professional development. These were further delineated further by axial sub codes. Eight student uses were 24/7 support, explain difficult concepts, conversational partner, personalized feedback and materials, provide writing support, offer self-assessment, facilitate engagement, and self-determination. In addition to be affordances of the AI, the data from the articles also showed limitations to ChatGPT and misuses, specifically, inaccuracies and hallucinations, potential bias, and tool limitations. Misuses are plagiarism and cheating, privacy issues and spread of false information. This study is a springboard for researchers, practitioners, policy makers and funders in understanding the emerging state of the field of ChatGPT.

As online learners are increasingly diverse, making online learning more inclusive becomes an urgent need. Universal design has been perceived as a viable framework to reach the widest possible range of learners. However, applying universal design to online education has been a challenge to instructors due to different barriers. It is also unclear what evidence-based strategies can be infused into online education. In this systematic review, we selected and analyzed relevant studies and synthesized their designs and findings to explore the trends, strategies, impacts, challenges, and instructors' and students' attitudes toward applying universal design in online environments. We discuss implications for research and practice.

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous learning activities.Data collection included semi-structured clinical interviews, observations, student artefacts, video recordings and lesson reflections. This study of technology is grounded in a subject content area (mathematics) so the researchers could clearly state the advantages of using this approach in an educational context. A review of the findings indicates that context-aware ubiquitous learning proved useful in avoiding many common errors and misconceptions that students have in learning these concepts, and students demonstrated growth in their understanding of angle and angle measure beyond what is typically expected. From this study, the researchers present four design guidelines and a full set of context-aware ubiquitous activities.

In the 21st century, some argue that we have a new breed of students (Oblinger & Oblinger, 2005; Prensky, 2001). Technologies such as Web 2.0 have been held responsible for these changes as students are now becoming active, critical consumers of information (Klamma, Cao, & Spaniol, 2007). Two components of this Web 2.0 revolution are the ideas behind Darwikinism and folksonomy. Darwikinism is a portmanteau of Darwinism and Wikis, which describes how a system similar to Darwin’s theory of evolution is ordering and processing wiki information. Folksonomy, again a portmanteau of folk and taxonomy, refers to the way in which Web 2.0 users (folk) are creating a classification system of information on the web. This article looks at the way in which student learning is changing and evolving, driven by the users of Web 2.0.