Track chairs
Dr Gamila Shoib, School of Management, University of Bath, UK
Dr Joanne Hinds, School of Management, University of Bath, UK
Dr Yun Chen, Salford Business School, University of Salford, UK 

Track description 
Intelligent technologies have reshaped educational discourse, policy, and practice. From generative tools that produce text and images in seconds (Yusuf et al. 2024), to learning analytics that anticipate learner progress (Banihashem et al. 2022), they are often portrayed as revolutionary, offering opportunities to personalise learning, increase efficiency, and enhance engagement. At the same time, they raise questions about de-skilling, surveillance, and the disruption of established pedagogical norms (Gillard & Selwyn, 2023).  

Although intelligent technologies bring prospects for more inclusive and impactful forms of education, their potential depends as much on how they are used as on what they can do (Navas-Bonilla et al. 2025). Educators play a central role in shaping this engagement, not only through subject expertise, but also through critical, evidence-based teaching practices in the classroom and beyond.   

In this context, intelligent technologies’ role in in shaping a better world presents a rich and urgent area for research, pedagogical innovation, and practice. As educators, we have a responsibility to cut through the hype and present evidence-based claims that separate the fact from the fiction. As the age of the smart machine (Zuboff, 1988) enters a new era of even more intelligence, this responsibility becomes ever more pressing. Our task is not only to do good, but also to remain aware of how intelligent technologies might do harm and ensure that education remains a space of critical reflection, not promotion of blind adoption. 

Track areas 
The track invites critical papers that explore intelligent technologies, as a subject that we teach about or as a tool that we as educators use, in our curriculum, classrooms, policies, and practices, i.e. intelligent technology management education or intelligent technology in education.

A central theme will be digital responsibility and ethics, introduced as foundational aspects to help students critically engage with intelligent technologies, as potential drivers of positive change, and as systems that can amplify harm or inequality. Submissions are encouraged to be specific about the technology, explaining and clarifying capabilities and affordances, in terms of what technologies can but also what they cannot do. While the attention of the conference is drawn to the future of intelligent technologies, we recognise that they, like all innovations, evolve from the past through the present. We welcome and encourage historically grounded perspectives, which would bring depth, detail, and clarity to our understanding of technologies old and new.  

Track areas include but are not limited to:

  • corporate digital responsibility in the curriculum;  
  • emerging intelligent technologies in education;  
  • intelligent technologies and human equity; 
  • emerging intelligent digital skills; 
  • business intelligence infrastructures for education; 
  • sustainability and intelligent technologies;  
  • intelligent technologies and learning analytics in education;  
  • artificial intelligence-driven pedagogies: innovation in teaching and learning practice;  
  • intelligent technologies, social and information (in)justice. 

We will be accepting full papers and research in progress (RIP). Traditional research studies as well as good practice and intervention pieces are welcome, e.g. teaching interventions, best practice examples, innovations, technology adoption roadmaps, teaching cases, teaching toolkits, curriculum transformation plans or reviews, policy proposals or implementations, regulatory gap analyses. We welcome papers based on the full spectrum of methodologies, qualitative, quantitative, or mixed methods.

All submissions will need to follow the conference submission guidelines. We recommend a structure explaining what the work is about, why it is needed, how it is (to be) conducted, and its (anticipated) contribution (so what) to discourses on intelligent technologies and making the world a better place. Submissions can this way also be nominated for potential inclusion in the UKAIS’s teaching cases repertoire and the teaching innovation award. Authors may use any material/medium that they see fit during their presentation slots at the conference, as long as it serves the purpose of illustrating and representing the work. 

We look forward to receiving your submissions to the track by the conference deadlines.

References
Banihashem, S. K., Noroozi, O., Van Ginkel, S., Macfadyen, L. P., & Biemans, H. J. (2022). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review, 37, 100489.

Brynjolfsson, E. and McAfee, A. (2014). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. WW Norton & Company.

Fenn, J. and Raskino, M. (2008). Mastering the hype cycle: How to choose the right innovation at the right time. Harvard Business Review Press.

Fletcher, G. and Kutar, M., (2023). Design thinking and co-creation in the business curriculum. International Journal of Management and Applied Research, 10(2), 283-297.

Gilliard, C., & Selwyn, N. (2023). Automated surveillance in education. Postdigital Science and Education, 5(1), 195-205.

Gunawardhana, N., and Gamage, K. A. A. (Eds.). (2022). The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Wiley-Blackwell.

Hiran, K. K., Poddar, S., Dadhich, M., and Doshi, R. (eds.). (2024). Integrating generative AI in education to achieve sustainable development goals. IGI Global.

Kamalov, F., Calonge, S., and Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability,15(16), 12451.

Monteiro, E. and Hanseth, O., 2018. Social shaping of information infrastructure: On being specific about the technology [Online].

Mueller, B., 2022. Corporate digital responsibility. Business & Information Systems Engineering [Online], 64(5), pp.689–700.

Navas-Bonilla, C. D. R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025, February). Inclusive education through technology: a systematic review of types, tools and characteristics. Frontiers in Education (10), 1527851. Frontiers Media SA.

Owoseni, A., Kolade, O. and Egbetokun, A. (2024). Generative AI in Higher Education Innovation Strategies for Teaching and Learning. 1st ed. Basingstoke: Palgrave Macmillan.

Shams, R.A., Zowghi, D. and Bano, M. (2025). AI and the Quest for Diversity and Inclusion: A Systematic Literature Review. AI and Ethics (Online) [Online], 5(1), 411–438.

Shehata, B., Tlili, A., and Huang, R. (2025). Implications and Challenges of Technology Adoption in Education: A 20-Year Analysis of Horizon Reports. TechTrends, (69), 162–175.

Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: A threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), 21.

Zuboff, S., 1988. In the Age of the Smart Machine: The future of work and power. Oxford: Heinemann.

Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for the Future at the New Frontier of Power. London: Profile Books.