Coords: Editorial Team - RIED
The incorporation of artificial intelligence into higher education is redefining the ways of teaching, learning, and assessing in digital environments. This issue of RIED brings together theoretical, methodological, and empirical contributions that analyze AI and, in particular, generative AI from a perspective that integrates ethics, pedagogical design, competency development, and evidence. The 16 articles address learner autonomy and self-regulated learning, faculty training and self-assessment, student perceptions and motivation, as well as AI-mediated adaptive systems, feedback, and assessment across diverse university contexts. Taken as a whole, the volume offers insights and proposals for a critical, responsible, and pedagogically sound integration of artificial intelligence in digital higher education.
DOI: https://doi.org/10.5944/ried.29.1
