In the last decade, research on the use of artificial intelligence technologies in education has steadily grown. Many studies have demonstrated the potential of these technologies to improve school administration processes, enhance students' learning experiences, simplify teachers' daily tasks, and broaden opportunities for lifelong learning. However, the enthusiasm surrounding these possibilities may overshadow the ethical challenges posed by these systems. This systematic literature review is designed to explore the ethical dimensions surrounding the utilisation of these technologies within the defined timeframe (2011–022) in the field of education. It undertakes a thorough analysis of various applications and objectives, with a particular focus on pinpointing any inherent shortcomings within the existing body of literature. The paper discusses how cultural differences, inclusion, and emotions have been addressed in this context. Finally, it explores the capacity building efforts that have been put in place, their main targets, as well as guidelines and frameworks available for the ethical use of these systems. This review sheds light on the research's blind spots and provides insights to help rethink education ethics in the age of AI. Additionally, the paper explores implications for teacher training, as educators play a critical role in ensuring the ethical use of AI in education. This review aims to stimulate ethical debates around artificial intelligence that recognise it as a non-neutral tool, and to view it as an opportunity to strengthen the debates on the ethics of education itself.

Continuing professional development plays a pivotal role in creating opportunities for teachers to explore the evolving educational landscape. With the integration of Artificial Intelligence into education, these opportunities involve grasping teachers' attitudes, expectations, and pedagogical approaches, with a focus on ethical considerations. Nevertheless, existing research and professional learning opportunities often overlook the perspectives of educators on these themes. Aiming to bridge this gap, this Educational Design Research approach began with a systematic literature review, followed by a Delphi study to gather educational stakeholders’ insights on the ethical concerns of using AI in education. The current study presents the research third phase. It explores findings from focus groups with educators responsible for K-12 teacher education, informing the design of a training programme that addresses ethical concerns and agency. Four groups were conducted using a semi-structured script, centred on pre-provided scenarios. Data analysis involved thematic coding using both deductive and inductive approaches, revealing key themes related to: employing AI applications in course delivery for a mindful, hands-on exploration; discussing ethical and policy frameworks with a focus on contextual needs and technogeographies; addressing uncertainty, resistance, and transition; and fostering individual and collective agency regarding ethical issues through informal learning channels to build a nuanced narrative that challenges the corporate one. The study concludes by highlighting the importance of greater investment in professional development to enable educators to critically assess and reshape the values associated with education in the context of Artificial Intelligence, thereby contributing to the movement of aligning AI with our humanity.

Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

This study explores the relationship between human agency and the use of sociotechnical AI technologies in educational contexts. While AI applications in education promise benefits such as personalised learning experiences and enhanced efficiency, empirical evidence supporting these claims remains limited, particularly regarding their implications for agency across different levels. Reflecting on these issues, this research critically evaluates how these technologies impact agency dynamics, namely on the subjective, intersubjective, and collective dimensions of agency as perceived by educators. The current study forms part of a broader Educational Design Research project, structured across multiple stages (including a Systematic Literature Review, a Delphi study, and focus groups with teachers). Drawing on this triangulated methodological architecture, the paper specifically focuses on the qualitative analysis of discussions about how AI systems may transform human agency across different levels. This methodology facilitates a comprehensive examination of both the opportunities and risks associated with the increasing integration of AI in educational settings. Insights gathered reveal that educators present a layered understanding of their students’ subjective agency but may overlook the broader intersubjective impacts of AI systems, potentially leading to narratives that envision a future where the role of teachers is diminished. While the immediate focus is on understanding educators’ perceptions of agency transformations through AI integration, the study also contributes to a wider. Objective informing the design of a professional development framework for teachers. In particular, the research aims to provide critical foundations for the development of pedagogical interventions that intentionally address agency within educational contexts where AI systems are increasingly present. education, providing meaningful substance for debates among educators, policymakers, and researchers.

This research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of undergraduate students of a marketing program in a Colombian university, aiming to validate an e-mentoring model to stimulate the acquisition of professional competencies in students of academic internships. Thus, a quantitative approach-related group pre-posttest experimental type study (a pilot study) was carried out to validate the e-mentoring program. The sample consisted of 18 mentees with their respective 18 mentors, who were evaluated in three different phases (pretest mentee, posttest mentees, and posttest mentors). The results showed positive results, especially in four distinctive competencies (project management, problem-solving, autonomous work, and teamwork). On the other hand, the mentors confirmed elements associated with high satisfaction with the e-mentoring program through its design, purpose, the training provided, and the level of professional, logistical, and technological support.