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Journal Cover
Field Details
Journal Title AI and Developmental Insights in Education
Initial AIDIE
Abbreviation AI Dev Insights Educ
Frequency 2 Issues per year (May and November)
DOI prefix by Crossref
Online ISSN 3123-5220
Editor-in-Chief Assoc. Prof. Dr. Ardian Asyhari, M.Pd.
Institution Foundation of Advanced Education (FOUNDAE)
Citation Analysis Google Scholar and Dimensions

AI and Developmental Insights in Education (AIDIE) is a peer-reviewed journal dedicated to publishing scholarly work at the intersection of Artificial Intelligence (AI), developmental psychology, and education. The journal particularly focuses on the role of AI in personalized and adaptive learning, the applications of AI in understanding cognitive and emotional development, and the integration of developmental psychology insights into AI-driven educational tools. Key areas of interest also include the ethical implications and psychological impacts of AI in education, as well as collaborative frameworks that combine AI with traditional teaching methodologies to enhance learning outcomes.

Published two times per year— in May and November—by the Foundation of Advanced Education (FOUNDAE), AIDIE serves as an essential resource for academics, researchers, educators, and technologists who are interested in the convergence of AI and education. The editorial team is committed to fostering open and critical dialogue by encouraging scholarly papers from various disciplines, employing diverse methodologies, and reflecting global perspectives.

The editorial board welcomes original contributions (written in English) that have never been published or considered for publication elsewhere, ensuring the highest standards of academic integrity and relevance.

Current Issue

Vol. 2 No. 1 (2026): AI and Developmental Insights in Education

AI and Developmental Insights in Education (AIDIE) Volume 2, Issue 1 (2026)
Published: 31 May 2026

This first issue of Volume 2 of AI and Developmental Insights in Education (AIDIE) advances the discussion on artificial intelligence in education by presenting empirical and conceptual studies that examine learners’ trust, cognitive support, socio-emotional adjustment, behavioral engagement, and academic stress in AI-integrated learning environments. The articles explore educational-stage profiles of learners’ trust in AI across secondary and higher education contexts, the association between AI-supported cognitive scaffolding and conceptual understanding in secondary science learning, the use of AI-supported learning to enhance vocational students’ socio-emotional adjustment, the prediction of early signs of learning disengagement through AI-based behavioral analytics in blended education, and machine learning models for identifying students’ vulnerability to academic stress. Collectively, this issue emphasizes the cognitive, behavioral, socio-emotional, and predictive dimensions of AI integration in contemporary educational settings.

Published: 2026-06-15

Articles

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