This inaugural issue of AI and Developmental Insights in Education (AIDIE) presents early empirical and conceptual studies on the integration of artificial intelligence in educational contexts across Indonesian higher education. The articles explore teachers’ perceptions of AI tools, student readiness for AI-assisted learning, learners’ cognitive and emotional responses to AI chatbots, and implications for future professional development.
Author Country: IndonesiaAI 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.
This second issue of AI and Developmental Insights in Education (AIDIE) advances the discussion on artificial intelligence in education by presenting empirical and conceptual studies that examine classroom practices, institutional readiness, and ethical considerations in AI adoption. The articles explore the use of simple AI tools for personalized learning, the role of AI in supporting students’ self-regulated learning, learners’ experiences with AI-assisted feedback in online environments, schools’ preparedness to adopt AI technologies, and educators’ ethical awareness related to bias, privacy, and responsible implementation. Collectively, this issue emphasizes the pedagogical, organizational, and ethical dimensions of AI integration in educational settings.
Author Country: Indonesia
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AI and Developmental Insights in Education (AIDIE)
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Foundation of Advanced Science Education
