About the Journal

The International Journal of AI in Pedagogy, Innovation, and Learning Futures is a peer-reviewed publication focused on how artificial intelligence is transforming teaching, learning, and the future of educational systems. It provides a platform for educators, researchers, and policymakers to share evidence-based research and practice-oriented insights on AI-enhanced pedagogy, curriculum innovation, assessment, leadership, and emerging directions in education. With an international and interdisciplinary scope, the journal bridges theory and practice while addressing opportunities, challenges, and ethical considerations across K–12, higher education, workforce development, and lifelong learning.

Scope and Topics

The journal welcomes submissions on topics including, but not limited to:

Pedagogy and Learning Design
• AI-enhanced instructional strategies and course design
• Personalized, adaptive, and inclusive learning environments

Assessment and Analytics
• AI-driven assessment, feedback, and learning analytics
• Data-informed teaching and AI-supported research methods

Curriculum and Educational Innovation
• Curriculum development and program design integrating AI
• Emerging models of digital, hybrid, and immersive learning
• Institutional and system-level innovation in education

Leadership, Policy, and Systems
• Educational leadership, governance, and decision-making
• Policy, regulation, and implementation of AI in education
• Organizational change and technology integration

Ethics, Equity, and Human-Centered AI
• Privacy, bias, transparency, and accountability
• Equity, access, and inclusion across diverse learning contexts
• Human–AI interaction and responsible innovation

Learning Contexts and Applications
• Applications across K–12, higher education, and informal learning
• Professional, organizational, and community-based learning
• Career and Technical Education (CTE) and workforce development
• Lifelong learning, upskilling, and reskilling

Learning Futures and Emerging Directions
• Future-oriented models of education in AI-mediated environments
• Human–AI collaboration in teaching and learning
• Foresight, scenario planning, and emerging trends in education

Article Processing Charges (APCs)
This journal does not charge APCs, submission fees, or publication fees. Publication is supported institutionally to ensure equitable access for authors.

The CSU systemwide endorsement

Aligned with the California State University system’s AI initiative, the journal reflects a systemwide effort to integrate artificial intelligence across teaching, research, and workforce development. As the nation’s largest public university system, CSU’s leadership in AI-enabled education situates the journal within a broader strategy to advance innovation, access, and student success across its 23 campuses. Read more: https://www.csusb.edu/inside/article/594030/new-open-access-journal-ai-higher-education-launches-csusb (California State University)

Selected Global Academic Endorsements

Endorsed by scholars from leading institutions, including UC Berkeley and Penn State, these statements underscore a commitment to rigorous, accessible, and practice-relevant scholarship at the intersection of AI and education.

“A leading venue for rigorous, practice-relevant scholarship at the intersection of AI and education, this journal advances evidence-based, ethically grounded work on teaching, learning, and leadership in a rapidly evolving digital landscape.”

Michelle D. Young — Dean & Professor, University of California, Berkeley, USA

“A valuable contribution to workforce education and professional development, this journal highlights how AI-driven innovation can strengthen Career and Technical Education and lifelong learning. By connecting educators, researchers, and industry leaders, it advances practical solutions for workforce readiness and personalized learning pathways.”

William Rothwell — Distinguished Professor, Penn State University, USA

“A timely resource for adult education, this journal explores how AI can support adaptable, personalized learning. By bridging theory and practice in instructional design, assessment, and professional development, it equips educators to lead in a rapidly evolving landscape.”

Maria Witte — Associate Dean & Professor of Adult Education, Auburn University, USA

“A valuable resource for educators and scholars, this journal explores the convergence of AI and pedagogy to enhance teaching effectiveness and learning outcomes while addressing pressing challenges in the digital era.”

Montgomery Van Wart — Professor & Faculty Research Fellow, California State University, San Bernardino, USA

“A strong platform for examining AI’s potential to transform teaching and learning across diverse settings, this journal balances theory and application to support educators, researchers, and academic leaders navigating modern education.”

Deborah Hedeen — President & Provost, University of Maine at Fort Kent, USA

“A forward-looking venue for examining AI’s impact on education, this journal addresses equity, access, and ethics while advancing interdisciplinary approaches that strengthen teaching, learning, and institutional practice.”

Geraldine Torrisi-Steele — Associate Professor; Deputy Head, School of Communication and Communication Technology, Griffith University, Australia

“As a scholar of educational innovation and digital transformation, I value scalable, evidence-informed approaches that connect technology with meaningful learning outcomes. This journal translates AI into practical, high-impact solutions and supports sustainable, accessible models for a rapidly evolving global landscape.”

Doug Lynch — Senior Fellow, USC Rossier School of Education, USA

“As a scholar of adult education and qualitative inquiry, I endorse this journal for its critical examination of how AI intersects with race, identity, and lived experience, particularly for Black and Brown learners. It centers human experience through dialogic engagement and reflection, advancing inclusive, socially responsive scholarship.”

Lisa Merriweather — Professor, Department of Educational Leadership, University of North Carolina at Charlotte, USA

“As a scholar of adult learning, human resource development, and organizational change, I endorse this journal for its focus on how AI shapes workplace learning, leadership, and career development. It integrates theory, research, and practice while advancing human-centered, equity-focused scholarship for sustainable growth.”

Laura L. Bierema — Professor, Adult Learning, Leadership, and Organization Development, University of Georgia, USA

“As a scholar of andragogy and lifelong learning, I value the integration of adult learning principles with emerging technologies such as AI. This journal advances rigorous, human-centered scholarship that bridges theory and innovation in teaching, learning, and leadership.”

John A. Henschke — Professor Emeritus/Director of Andragogy, University of Missouri & Lindenwood University, USA; Doctoral Student of Malcolm Knowles; Inductee, International Adult and Continuing Education Hall of Fame

“As a scholar of transformative learning and a former doctoral student of Jack Mezirow, I endorse this journal for its examination of how AI shapes meaning-making, critical reflection, and identity. It supports dialogic learning while advancing education as a transformative process in an AI-mediated world.”

Ted Fleming — Professor, Teachers College, Columbia University, USA; Doctoral Student of Jack Mezirow; Recipient of the Jack Mezirow Award

“As a scholar of adult education and human resource development, I endorse this journal for its focus on how AI intersects with equity, inclusion, and professional preparation. It advances rigorous, practice-oriented research and supports the development of future scholars and leaders through mentoring and knowledge dissemination.”

Tonette S. Rocco — Professor of Adult Education and Human Resource Development, Florida International University, USA

“As a scholar of adult education and professional learning, I endorse this journal for its focus on how AI shapes workforce development, mentoring, and expertise across learning contexts. It connects innovation with practice and advances rigorous, practice-informed scholarship for evolving professional environments.”

Kathy Peno — Professor of Adult Education, University of Rhode Island, USA

“With extensive experience in educational innovation and professional studies, I endorse this journal for advancing AI in instructional design and workforce development. Its focus on innovation, access, and personalization supports institutions in improving outcomes in a changing educational landscape.”

Paul Bott — Chair & Professor Emeritus, California State University, Long Beach, USA

“As a long-time advocate of learner-centered education, I support this journal for its critical analysis of AI’s integration into teaching and learning. Its focus on ethics and the intersections of AI, pedagogy, and andragogy advances inclusive practice in a digital age.”

Gabriele Strohschen — Professor Emerita, DePaul University, USA