University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

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.

With the development of Information and Communication Technologies (ICT) and the emergence of the Corona virus (COVID-19,) our way of life and even our education have been affected. The education approach has changed from traditional tutorials to online education. As a result, it has been a necessary for not only students but also teachers to improve their digital competence. The aim of this study was to describe in-service teachers’ self-perceptions of digital competence in the context of higher education and analyze the impact of gender and years of teaching experience on college teachers’ digital competence. For this purpose, a quantitative methodology has been used. A sample of 536 in-service teachers from Gansu Agricultural University, China, completed a questionnaire on digital competence. The data were collected in the academic year of 2019–2020. The results show that the sample considered themselves positively in information and data literacy, communication and collaboration, security and problem solving, while they self-evaluated their digital content creation negatively. Regarding the variables studied, significant differences were found in favor of male college teachers in the perception of digital competence. In relation to the teaching experience, teachers with less teaching experience thought themselves better in the areas of communication and collaboration, digital content creation, security and problem solving.

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.