Edited volume to be published by Springer
Volume Editors:
Dominik May, University of Wuppertal, Germany, dommay@uni-wuppertal.de
Michael Auer, CTI Frankfurt, Germany, auer@cti-online.net
Chapter manuscript proposals due (2-page abstract): April 30, 2025
The landscape of higher education is undergoing a profound transformation, driven by rapid advancements in digital technology, globalization, and the growing demand for flexible, lifelong learning pathways. At the forefront of this shift is Artificial Intelligence (AI), which is reshaping pedagogical models, assessment methods, and institutional strategies. However, AI is just one of several emerging technologies-including extended reality (XR), learning analytics, blockchain, and microlearning platforms-that are redefining how knowledge is created, accessed, and applied in educational settings.
This volume aims at providing a comprehensive exploration of the latest trends in instructional technology and digital innovation in higher education. It will bring together leading international scholars and practitioners to discuss key topics, including:
· Integrating Generative AI into Educational Processes: The evolving role of AI-powered content generation, feedback mechanisms, and automated tutoring.
· Reshaping Education for the GenAI Era: The implications of generative AI for instructional design, academic integrity, and personalized learning.
· Understanding and Trust in AI: Students’ perceptions of AI-driven tools and their impact on engagement and learning outcomes.
· Fostering AI Literacy: Strategies to enhance students’ and educators’ ability to critically engage with AI technologies.
· Developing AI Leadership Competencies: Preparing educators and administrators to make informed decisions about AI integration.
· AI as a Catalyst for Inclusive, Personalized, and Ethical Education: Ensuring fairness, accessibility, and responsible AI use.
· AI in Education (AIED) Architectures and Tools: Emerging platforms, frameworks, and AI-enhanced learning systems.
· Extended Reality (XR) and Immersive Learning: The impact of virtual, augmented, and mixed reality on experiential and situated learning.
· Learning Analytics and Data-Driven Pedagogy: Leveraging big data for adaptive learning, predictive student support, and evidence-based teaching strategies.
· Microlearning and Flexible Learning Pathways: The rise of modular, stackable credentials and short-term learning experiences to meet diverse learner needs.
· The Evolving Role of Educators: How faculty and instructional designers are adapting to AI and other emerging technologies in their teaching practices.
· Ethical, Social, and Policy Dimensions: Addressing digital equity, biases in AI-driven tools, and responsible technology adoption in education.
By integrating theoretical insights, empirical research, and case studies, this volume aims at serving as a critical resource for researchers, educators, instructional designers, and policymakers navigating the challenges and opportunities of digital transformation in higher education. It will highlight not only technological advancements but also pedagogical innovation, institutional strategies, and the importance of accessibility and inclusivity.
As an interdisciplinary yearbook, this volume will facilitate the exchange of emerging trends, research findings, and practical experiences in technology-enhanced learning, particularly in post-secondary education. We invite timely and up-to-date contributions from international scholars, fostering a global exchange of ideas for inclusive, scalable, and sustainable education.
Call Details, Submission Guidelines, and Timeline:
This book project will follow a 2-step review process. Prospective authors are invited to submit a chapter proposal, no later than April 30, 2025. Based on the 2-page proposal, the editorial team may invite the authors to submit a full manuscript or reject the submission. The chapter proposals should include a title, authors, affiliations, chapter abstract describing the content of the chapter (max. 2 pages), key references, keywords, and 2-3 sentences describing how the chapter fits the theme of the book volume and at least one of the key topics as stated above (see template for further details).
Note: The proposed chapter should be a previously unpublished work. Springer publishes only papers with a similarity rate (iThenticate) of less than 20%.
· All manuscripts should be submitted online on https://www.conftool.net/
· Abstract submissions are strictly requested to use the abstract template and should not exceed 2 pages of length
· Abstract template: https://cti-online.net/dl/
Upon acceptance of the chapter proposal, the full manuscript should be completed no later than June 16, 2025. Guidelines for preparing chapters will be sent to authors upon acceptance of the chapter proposal. All contributions will undergo a peer-review process where the authors identity will be concealed. Authors are expected to peer-review at least two chapters (review-to-publish policy). Comments to authors will be returned by July 07, 2025. Finalized full chapter manuscripts are due not later than July 28, 2025.
Time-line:
· Chapter manuscript proposals due (2-page abstract): April 30, 2025
· Feedback and complete manuscript invitation: May 16, 2025
· Full chapter manuscripts due: June 16, 2025
· Notification of reviewers’ feedback: July 07, 2025
· Final chapter manuscript submission: July 28, 2025
· Notification of final decision: August 08, 2025
· Expected publication date: End of 2025
The book will be published in in the Springer Series ‘Learning and Analytics in Intelligent Systems’ (https://www.springer.com/series/16172), which is listed in EI Compendex, Google Scholar and Springerlink.
The APC is EUR 500 per paper with 12-16 pages.
We look forward to receiving your submissions and contributing to the advancement of educational paradigms through collaborative exploration and dissemination of knowledge.
Best regards,
Michael Auer & Dominik May
