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Critical Studies of Artificial Intelligence and Education. Putting a Stake in the Ground
No full textThe rapidly developing connections between Artificial Intelligence (AI) and education (AI&ED) have prompted widespread policy and institutional responses. However, critical examinations of AI's implications for education are fragmented, often overshadowed by techno-optimist narratives and mostly ignored by policymakers. This community-authored paper aims to help make AI and education's critical voices more visible, by sharing and building upon the findings of a survey completed by 185 researchers, educators, and policymakers from 56 countries, which followed a Critical Studies of AI and Education (CSAI&ED) online symposium. In the first part of the paper, we present our analysis of the survey responses-what is understood by CSAI&ED, what questions should be asked, and what challenges we face. Key themes that emerge include CSAI&ED's interdisciplinary nature, its interventionist role in challenging power structures and commercial influences in education, and broader ethical imperatives. Respondents emphasised the need for research that interrogates AI's impact on teacher and student agency and democratic participation, while cautioning against techno-solutionism and environmental costs. In the second part of the paper, we build on the respondents' contributions with a three-level interrogation of AI&ED discourse and practice. At the level of educational processes, we explore how AI systems risk reducing education to learning, and learning to a transactional activity, eroding student-teacher relationships and displacing collective agency. At the level of the ecosystem, we examine how AI reinforces market logics and surveillance infrastructures, further entrenching neoliberal policies in schools. Finally, we confront what remains unsaid: the politics of imagination, temporality, and legitimacy that underlie dominant AI narratives and attempt to shape educational futures. In conclusion, we argue that CSAI&ED must move from the margins to the centre of AI discourse in education-to ensure that education is reclaimed as a site of collective meaning-making that prioritises pedagogical integrity, equity, and democratic values
Exploring the Impact of Adherence to 24-h Movement Guidelines on Psychological Health and Academic Engagement in Children and Adolescents with Speech/Language Impairment
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Age-related anatomical variations and the impact of adenoid hypertrophy on nasal airflow in Asian children
Get PDFAn Evidence-Informed Theory of Change for Facilitating Disengagement from Violent Extremism: Insights from the Community Integration Support Program
Get PDFThis paper addresses a persistent issue in the literature on countering violent extremism (CVE): the lack of robust program theory and an accepted analytical framework for understanding change mechanisms and measuring outcomes. The absence of a comprehensive theory of change in CVE programming can hinder conceptual clarity and practical understanding of the intervention philosophy, weakening the basis for intended outcomes and underlying mechanisms of change. The authors present an evidence-informed theory of change for the Community Integration Support Program (CISP), the longest-running CVE program in Australia. This mixed methods research, which combines quantitative analysis of detailed client assessments and 52 semi-structured interviews with clients and other key stakeholders, examines the main program ingredients that enable the CISP to achieve its intended outcome of client disengagement from terrorism and violent extremism. The results provide novel insights into the change mechanisms of CVE interventions that aim to support disengagement from terrorism and violent extremism, highlighting the need for programs to be holistic, tailored to individual needs, and delivered in a culturally appropriate way by trusted and skilled staff. The findings also indicate that most clients do not show substantive positive change until three or more years in the program. The authors encourage CVE interventions to move beyond ill-defined or generic theories of change to ones that are evidence-based and context-specific
The effect of chronic pain on memory: A systematic review and meta-analysis exploring the impact of nociceptive, neuropathic and nociplastic pain
Get PDFChronic pain is becoming increasingly prevalent in modern society. Much research to date has focused on the physical symptoms of pain associated with various conditions, yet living with chronic pain is also known to impact an individual's cognition. Within cognition, memory is particularly vulnerable to outside factors, yet our understanding of the impact of chronic pain on memory is inconclusive. This systematic review and meta-analysis examined the association between chronic pain type and memory performance. Chronic pain samples were classified as nociceptive, neuropathic or nociplastic and were compared to healthy controls. Studies were sourced from Embase, Web of Science, MEDLINE, PubMed, PsycINFO, Scopus and CINAHL databases between December 2023 and July 2024. A total of 15 good – strong studies with 1865 participants were included (106 who experienced chronic nociceptive pain, 315 who experienced chronic neuropathic pain, 589 who experienced chronic nociplastic pain and 855 healthy controls). Results indicated that individuals with nociceptive and nociplastic pain had impaired short-term and long-term memory performance compared to healthy controls. The same was not true for individuals with neuropathic pain. These findings demonstrate that the type of pain one experiences impacts memory performance. This has profound implications both clinically and with regard to research and offers a new lens for how we can consider chronic pain when trying to understand the impact on cognition
