Vol. 14 No. 29 | Special Issue (2026): Narrative, Education and Learning in the Age of Artificial Intelligence

Narrative, Education and Learning in the Age of Artificial Intelligence

This special issue addresses emerging discussions on narrative and language studies in the age of artificial intelligence at the threshold of a new era of learning and education. Highlighting the transformative impact of artificial intelligence and generative AI on the humanities, language education, and educational research, it brings together a collection of peer-reviewed studies that examine the opportunities, challenges, and implications of AI in diverse educational contexts.

The contributions explore themes including AI adoption and leadership, language learning and teaching, academic writing, translation, discourse and meaning making, educational governance, and AI literacy. Reflecting the increasingly international nature of AI-related educational research, this issue includes contributions from scholars affiliated with institutions in Türkiye, the United Kingdom, Indonesia, Georgia, Malaysia, and the Philippines.

Collectively, these studies identify significant opportunities for personalized learning, accessibility, and pedagogical innovation, while also raising important questions concerning academic integrity, bias, privacy, ethics, and human agency. By bringing together diverse perspectives from different linguistic, cultural, and educational contexts, this special issue seeks to contribute to ongoing scholarly conversations on the responsible and critical integration of artificial intelligence into education and learning.

Issue Editor: Mustafa Caner