AI (LLMs) in education: from assistance to cooperation, what delegations are desirable?
Editorial comittee : Georges-Louis Baron and Éric Bruillard (Université Paris Cité)
Thérèse Laferrière (Université Laval)
The arrival of large language models (LLMs) on the educational landscape is leading to new practices. This call for papers focuses on the following theme: how can conversational robots be more than mere assistance tools, and become partners in the exercise of epistemic agentivity, cooperative/collaborative learning and knowledge co-creation?
We invite interested parties to submit contributions on the following topics in particular:
- The place of AI in individual and collaborative learning processes: affordances for access to information or for active participation in the construction of knowledge?
- Changing dynamics of interaction and agentivity: testimonials on the use of conversational robots on learner engagement, autonomy and critical thinking skills?
- Ethical issues and user responsibilities when implementing LLMs (to be identified) in specific educational contexts?
Expected texts are research articles, including case studies, critical analyses and problematized accounts of experiences.
How to submit
- Articles (5,000 to 8,000 words) must be submitted by October 31, 2025 at the latest on the website of the International review of CRIRES : innovating in the tradition of Vygotsky (ulaval.ca).
- Article proposals will be subject to a double anonymous review, the results of which will be sent to the authors by December 20, 2025. Publication is scheduled for the end of February 2026.