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We are pleased to announce a special issue of Ethics & Bioethics (in Central Europe) dedicated to the philosophical work of Peter Singer, to be published in December 2025. Peter Singer is one of the most influential philosophers of our time. His work has reshaped our understanding of various ethical issues such as animal rights, bioethics, effective altruism, and global poverty. Singer's works on the importance of reducing suffering and promoting well-being, such as Animal Liberation, Practical Ethics, The Expanding Circle, How Are We to Live?, Rethinking Life and Death, The Life You Can Save, and Ethics in the Real World, have challenged and inspired scholars, activists, and policymakers worldwide.
Generative artificial intelligence has changed and will continue to change the way writing tasks are approached in professional and educational settings. In some professions and for some tasks, writing has moved from authorship and composition to editing and approval. A central question for writing education professionals, including teachers, teacher educators, and policy makers, is how to adapt writing instruction to reflect this new reality. The launch of AI-powered chatbots (particularly ChatGPT, in 2022) has had a particularly strong impact on writing in schools, as educators have rushed to respond to rapid technological advances in natural language processing. Some teachers have responded by incorporating AI tools into the teaching of writing (e.g., for planning and assessment) and encouraging students to use these tools to develop their writing (e.g., for planning, execution, and revision). It has also affected the way teachers interact with students' writing, with some teachers feeling less inclined to infer students' knowledge through texts due to the uncertainty that the texts may have been generated by AI.
We are pleased to invite researchers for a comprehensive research collection on “The Spectrum of Burnout in Schools and Sports: Students, Teachers, Athletes, and Coaches at Risk.” This topic addresses the critical issue of burnout, a state of physical, emotional, and mental exhaustion caused by prolonged stress and frustration, which impacts performance and well-being. This compilation aims to explore the multifaceted dimensions of burnout, its causes, impacts and possible interventions in different groups participating in educational and sporting settings. Burnout has become a widespread problem in modern society, significantly affecting people in high-stress environments such as schools and sports. Among students and athletes, burnout can lead to decreased academic and athletic performance, mental health issues, and reduced quality of life. Likewise, teachers and coaches, who play a critical role in nurturing and guiding these young people, are also vulnerable to burnout. This can lead to lower job satisfaction, higher absenteeism, and a greater likelihood of leaving the profession. The main objectives of this research collection are: 1. Identify the prevalence and causes of burnout among students, teachers, athletes and coaches. 2. Examine the psychological, physical, and social impacts of burnout in these groups; 3. Explore existing coping mechanisms and interventions that have been effective in preventing or reducing burnout; 4. Propose innovative solutions and best practices to manage burnout in educational and sports contexts. We welcome original research articles, reviews, case studies and theoretical articles that provide insights into various aspects of burnout. Potential topics include, but are not limited to: • The psychological and physiological mechanisms underlying burnout; • Comparative studies of burnout in different age groups and settings; • The role of organizational culture in mitigating or exacerbating burnout; • Innovative intervention programs and their effectiveness; • Personal narratives and qualitative studies that capture the lived experiences of burnout; • Longitudinal studies that track the progression of burnout over time; • Cross-cultural perspectives on burnout in education and sports; • Investigation of the relationship between burnout and other key variables.
UNESCO has announced a competency framework for Artificial Intelligence (AI) aimed at students and teachers. While many countries are developing their own AI competency white papers, AI is rapidly transforming every domain at an unprecedented pace. To navigate this AIdriven world, it is essential for learners of all ages to develop AI literacy. This special issue seeks to explore the role of educational technologies in fostering AI literacy, offering a platform for researchers, educators, and practitioners to share their insights, innovations, and findings. Education must evolve from simply using AI in classrooms to applying and transforming AI across different domains. AI literacy refers to the ability to understand, use, and critically evaluate AI technologies. It encompasses a wide range of skills and knowledge, from the basics of machine learning and data science to understanding the ethical implications of AI in society. As AI continues to integrate into various aspects of daily life—from Personalized recommendations to autonomous vehicles— equipping individuals with AI literacy is crucial for informed and responsible participation in an AI-driven world. Educational technologies, including some generative AI platforms, play a pivotal role in making AI literacy accessible and engaging. By leveraging advancements in technology, educators can create immersive and interactive learning experiences that simplify complex AI concepts. These technologies range from online platforms and apps to virtual and augmented reality environments that simulate real-world AI applications. This special issue invites submissions that explore a wide range of topics related to educational technologies and AI literacy, including but not limited to: • Innovative educational technologies for learning AI literacy: Tools and platforms that effectively teach AI literacy. • Curriculum Development of AI literacy: Design and implementation of AI literacy curricula at various educational levels. • Pedagogies or learning strategies of AI literacy: Effective teaching methods and approaches for AI literacy. • Assessment and evaluation for AI literacy: Methods for assessing AI literacy and evaluating the impact of educational technologies. • Ethical and societal implications in AI literacy: Teaching the ethical use of AI and understanding its impact on society. • Interdisciplinary content and application on learning AI literacy: Integrating AI literacy with other subjects and disciplines. • Learning behavioral patterns and analysis in learning AI literacy: Examining how students engage with and learn AI literacy. • Empirical studies of learning AI literacy: Research-based investigations into AI literacy learning and outcomes. • Teacher professional development in teaching AI literacy: Preparing educators to effectively teach AI literacy. • AI literacy policies: Frameworks and guidelines for promoting AI literacy at institutional and governmental levels
The rapid advancement of generative AI technologies is expanding the impact of AI tools in social, economic and cultural spheres. As AI continues to transform human activity, fostering AI literacy for all becomes increasingly essential. While other forms of literacy, such as digital, data and media literacy, address specific competencies within our knowledge society, AI literacy encompasses broader, more transformative potential. Despite significant research on AI literacy, many key stakeholders, from educators and policymakers to industry leaders, struggle to find cohesive strategies to address AI literacy at a societal level. Given the rapid evolution and complex challenges posed by AI, the research community must continually refine and redefine the concept of AI literacy to ensure that its development remains relevant across all sectors.
By the end of 2022, generative AI technologies based on large linguistic models had become easily accessible and increasingly widespread. As disruptive technologies, their full impact and range of applications are still developing. Education is one of the six key application areas for generative AI identified by Chiarello et al. (2024), along with human resources, programming, office automation, social networks and search engines. In education, generative AI offers new possibilities for teaching and assessment, such as personalized tutoring, automated feedback, and adaptive systems (e.g., Jensen et al., 2024). However, these innovations also present important challenges that educators must address to ensure that all students can benefit from them. Specifically, educators are called upon to address, among other things, the changing dynamics of communication between teachers and students, the changing nature of their role, ethical concerns in assessment, and the impact of generative AI on intercultural understanding in increasingly diverse educational environments. The goal of this research topic is to provide a platform for researchers and educators to reflect on the impact of these technological changes on classroom culture and share innovative pedagogical experiments that improve teaching and assessment practices. The editorial team has chosen a "short article" format to capture new ideas, conversations and pedagogical experiments, making them easily accessible to a broader audience of researchers and teachers.