Kategorie: Publikationen

Veröffentlichungen zu jeweiligen Thema

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[CfP] Special Issue on „Applications of Educational Technology and AI in Educational Settings“ #research

I am happy to announce another Call for Papers for a Special Issue on „Applications of Educational Technology and AI in Educational Settings„

This Special Issue aims to investigate the transformative impact of digital technology and/or artificial intelligence (AI) in educational settings. As such, we are seeking educational technology solutions that add value to education with a strong focus on the technology used.
With rapid advancements, AI-powered tools like adaptive learning platforms, automated grading systems, chatbots, AI agents, AI avatars and a high number of different applications are changing the educational environment. Furthermore, digital technologies in general, including virtual classrooms settings or blended-learning situations as well as MOOCs, enhance accessibility and foster student engagement.
Therefore, we are seeking case studies and recent research exploring both the benefits and challenges of integrating digital technologies and AI in educational settings. Ethical considerations, teacher roles, open education and digital equity are also of interest, emphasizing the need for thoughtful implementation to maximize the potential of digital technologies in improving educational outcomes.

The deadline for the final submission, as well as further information, can be found here: [Link to the call]

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[publication] The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices #OER #research

Our publication about „The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices“ is published in the conference proceedings of this year’s EDMedia conference.

Abstract:
This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of European countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under open licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Andriichenko, Y., Ebner, M., Schön, S. & Brünner, B. (2026). The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices. In Proceedings of EdMedia 2026 Edinburgh (pp. 1589-1599). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129797/.

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER).

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[publication] Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite! #zfhe

Our article about „Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!“ has been published within the issue „European University Alliances in Action“ of the Journal of Higher Education Development (ZFHE)

Abstract:
European University Alliances seek to integrate teaching, research, and administration across borders by aligning digital and internationalisation strategies. This paper first outlines the alliances’ common objectives and governance models. It then highlights the pivotal role of a federated IT infrastructure—providing identity management or interoperable learning systems—and explains why ongoing technical decisions are necessary to meet evolving regulations and the need for scaling and interoperability, as described, for example, in the Higher Education Interoperability Framework (HEIF). Using the Technical Commission (TC) of Unite! as a case study, the article maps its mandate, composition, and end‑to‑end workflow. The final sections reflect on lessons learned, noting success factors and future directions (e.g. the implementation of the TC within the core organisation of the alliance) to sustain transnational collaboration.

[full article @ publisher’s homepage]
[full article @ ResearchGate]

Cite as: Ebner, M., Gasplmayr, K., Koschutnig-Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Diar, J., Francisco, A., Hoppe, C., Martikainen, J., Krysiak, J., Petersson, J. & Szymanka-Kwiencien, A. (2026). Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 111–130. [https://doi.org/10.21240/zfhe/21-2/06]

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[editorial] European University Alliances in Action #zfhe

I am very happy to announce that the newest issue of the „Journal for Higher Education Development (ZFHE)“ has been published. Together with my colleagues Channa and Elena, we did an issue about „European University Alliances in Action„

Through the European Universities Initiative (EUI), the European Commission has, since 2019, been pursuing the goal of establishing transnational higher education alliances as the universities of the future. These alliances are intended to structurally deepen cooperation between European higher education institutions in education, research and innovation, facilitate the mobility of students and staff, and develop joint, student-centred curricula and research strategies. At the same time, the initiative aims to strengthen European values and enhance the continent’s competitiveness – thereby making a key contribution to the integration of the European Higher Education Area.

Table of contents:

The full issue you can find here: [Link to Issue 21/2]

Finally, our editorial is online as well:
[editorial @ ZFHE homepage]
[editorial @ ResearchGate]

Cite as: Ebner, M., Van der Brug, C., & Wilhelm, E. (2026). European University Alliances in Action. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 9–17. https://doi.org/10.21240/zfhe/21-2/00

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[publication] Sieben Mythen der KI-Nutzung #tugraz

Unser Beitrag zu „Sieben Mythen der KI-Nutzung“ hat viele Reaktionen hervorgerufen und nun wurde er auch in die Zeitschrift „Die Österreichische Volkshochschule“ aufgenommen.

Abstract:
Wer das Internet nutzt, kommt im Frühjahr 2026 nicht um Anwendungen generativer Künstlicher Intelligenz (kurz KI) herum. Suchmaschinen bieten neben Links standardmäßig KI-generierte Antworten an, Chatbots unterstützen bei der Buchung von Websites, Schüler:innen lassen sich Tests passend zu den Arbeitsblättern der Lehrer:innen generieren usw. – Doch nicht alles, was uns die KI-Anwendungen liefern, wie wir sie nutzen und ihre Ergebnisse verstehen, ist zutreffend und unproblematisch. Das liegt auch an Missverständnissen darüber, wie KI-Anwendungen funktionieren. Aus unserer Sicht – es gibt dazu noch keine empirische Evidenz – verdienen folgende sieben Aussagen besondere Aufmerksamkeit, insbesondere auch im Kontext von Bildung, Schule und Hochschule:

  1.  KI-Anwendungen sind neutral, objektiv und vorurteilsfrei
  2.  KI-Anwendungen arbeiten logisch
  3. KI-Anwendungen denken und lernen wie Menschen
  4. KI-Anwendungen sind empathisch
  5. KI-Anwendungen sind ökologisch und sozial problemlos
  6. KI-Nutzung ist rechtlich einwandfrei
  7. KI-Anwendungen machen Wissen und Kompetenzentwicklung überflüssig

In diesem Beitrag möchten wir diese als „Mythen“ bezeichneten Aussagen beschreiben und aufzeigen, dass und warum sie nicht zutreffend sind. Damit möchten wir einen zukünftig fundierten Umgang und durch die Beschreibung von KI-Mythen Forschung dazu initiieren und unterstützen. 

Referenz: Schön, S., Brünner, B., Ebner, M., Diesenreither, S., Hanfstingl, B., Krammer, G (2026) Sieben Mythen der KI-Nutzung. Die Österreichische Volkshochschule. Jg. 2026 / 286. [Link]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[publication] Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals #tugraz

Our contribution titled „Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals“ is now published.

Abstract:
As artificial intelligence becomes more and more a part of education, the challenge is not about having access to generative tools, but about connecting them with the goals of the curriculum and the needs of the classroom. This chapter presents the design and evaluation of a large language model–based chatbot developed specifically for teaching quadrilaterals in lower secondary mathematics. The chatbot integrates fine-tuning with retrieval-augmented generation (RAG), combining accurate, curriculum-aligned content with flexible, conversational support. The chatbot allows learners to ask conceptual questions, solve problems step by step, receive guided hints, and generate flashcards or exercises of varying difficulty. A hybrid routing mechanism selects the most appropriate response strategy based on user intent. Evaluations using both isolated prompts and multi-turn dialogues demonstrate that the hybrid system significantly outperforms standard LLM baselines in terms of accuracy, consistency, and pedagogical suitability. A classroom trial with 20 students confirmed the tool’s usability and effectiveness; students reported high satisfaction and meaningful engagement. This study demonstrates that, with careful content and architectural structuring, generative AI can enhance student learning while supporting differentiated instruction. Future directions include scaling the approach to other topics and incorporating multimodal capabilities.

[full article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Mallweger, M., Brünner, B., Ebner, M. (2026). Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals. In: Auer, M.E., Nikou, S.A. (eds) GenAI in Novel Educational Applications. Studies in Computational Intelligence, vol 1260. Springer, Cham. https://doi.org/10.1007/978-3-032-16153-6_7

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[publication] Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review #research

Our article, which we really worked on for a long time, is published right now with the title „Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review„.

Abstract:
This systematic literature review analyses AI literacy, focusing on the required competencies for, the obstacles arising from, and the benefits of, Generative AI (GenAI) in the fields of education and business. The analysis uses the PRISMA 2020 methodology with data from the SCOPUS and ERIC databases. A total of 538 articles were identified; of these, 206 were included after the full-text screening phase. Of those 206, only 33% (education) and 29% (business) were based on empirical research, highlighting the predominantly conceptual state of research. Using a combination of inductive coding and GenAI (ChatGPT-4o) validation, we identified AI literacy as a multidimensional concept comprising technical competencies (e.g. algorithmic literacy and prompt engineering), personal and interpersonal competencies (e.g. adaptability and collaboration), and ethical and critical thinking competencies (e.g. awareness of bias and ethical reflection). While educational literature emphasised pedagogical applications such as adaptive feedback and inclusive curriculum design, business research focused on process automation and data-driven decision-making. Top three identified obstacles included hallucinations, ethics and plagiarism, which manifested differently in contexts such as student assessment and personnel selection. Addressing these challenges will require targeted training modules, ethical governance structures, and institutional support in the form of faculty development programmes or workplace reskilling initiatives. Top three identified benefits of GenAI literacy training are described as critical thinking, personalized teaching and learning and personalized feedback across sectors.

[full article @ publisher’s homepage (open access)]
[full article @ resarchgate]

Reference: Reicho, M., Otrel-Cass, K., Ebner, M. et al. “Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review”. Int J Educ Technol High Educ 23, 23 (2026). https://doi.org/10.1186/s41239-026-00596-8

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education. This is a comprehensive literature review on the topic of AI in education

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[presentation] Guiding Innovation with Rapid EdTech User Experience Research Nodes #edmedia #SIG

We also did, as usual, the SIG (Special Interest Group) for Emerging Technologies at the EDMedia Conference. This year the session was titled „Guiding Innovation with Rapid EdTech User Experience Research Nodes„

This presentation is from the Special Interest Group Emerging Technologies for Learning and Teaching from EdMedia 2026 conference workshop on Guiding Innovation with Rapid EdTech User Experience Research Nodes (RETURN). It includes supporting resources for the RETURN Manifesto, selected EdTech case examples, and documentation related to rapid user experience research in educational technology contexts.

[Link to the slides]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[presentation] Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany #research

Another talk we did at this year’s EDMEDIA conference is about the research of Daniela, titled „Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany„

Coding bootcamps have expanded rapidly in response to persistent skill shortages in the IT sector and as alternative pathways into the field, particularly for groups underrepresented in technology, such as refugees and women. However, little is known about how these pathways are perceived and valued within organizations, especially in Austria and Germany.
This study therefore examines how companies in Austria and Germany perceive, evaluate, and integrate coding bootcamp graduates. Drawing on a qualitative content analysis of five semi-structured interviews with decision-makers in software development, IT consulting, and human resources, the study focuses on socially situated employer perspectives on skills, potential, and legitimacy, rather than measuring effectiveness in terms of employment outcomes.
The findings reveal an ambivalent picture: while graduates are valued for their motivation, adaptability, teamwork, and practical orientation, concerns persist regarding their theoretical depth and level of project experience. In the case of refugee participants, language proficiency is additionally identified as a key challenge. Overall, the study provides exploratory insights into how coding bootcamp qualifications are interpreted and evaluated by employers, rather than aiming to produce generalizable conclusions.

[Link to the slides]