Artificial Intelligence and the future of Education Research in Higher and teacher education

Organised By

Research Laboratory on Language Didactics (RLLD) –

Teacher Education College of Sétif – Messaoud Zeghar (ENS Setif)

Honorary President

Prof. Louail Layachi

Director of Teacher Education College of Sétif

Presidents of the Conference

Prof. Hammoudi Abdelhak

Dr. Mellit Djihane

Conference Coordinator

Prof. Boubeggar Omar

Director of Research Laboratory on Language Didactics (RLLD)

1. Conference Rationale

Artificial Intelligence (AI) has rapidly evolved into a transformative force across different domains, including education. The development of AI technologies, from machine learning and natural language processing to generative systems such as ChatGPT, has begun to redefine how knowledge is produced, analysed, and disseminated. In the field of educational research, AI is not merely offering new research tools; it is also reshaping fundamental conceptions of learning, teaching, and human intelligence (Luckin, 2018; Holmes et al., 2022).

Across the world, universities and research centres are increasingly embracing AI-generated tools for a number of purposes, including data analysis, automated feedback, and plagiarism detection. These innovations have significantly enhanced the efficiency of the research process and broadened the methodological scope of contemporary research. As Selwyn (2019) notes, such technologies hold considerable potential to render educational research more evidence-based, data-informed, and globally connected.

However, this technological revolution raises challenging methodological, ethical, and human issues that call for deep academic reflection. Methodologically, the growing use of AI in research invites teachers, students and stakeholders to rethink how knowledge is produced and validated in data-driven contexts. It raises important questions about validity, reliability, transparency, and the extent to which automated systems should interpret human behaviour and learning outcomes, which necessitate the development of robust, AI-augmented research designs (Christou, 2025).

From an ethical standpoint, the growing dependence on AI tools raises significant concerns regarding authorship, data privacy, and academic integrity. Teachers, students, and educational stakeholders are increasingly utilizing these tools to generate lectures, essays, articles, and even books. This challenges conventional notions of originality and intellectual ownership, highlighting the need for ethical frameworks that address bias, ensure responsible data use, and promote educational research accountability and objectivity (Al-Zahrani, 2024; Li, 2025; Nguyen, 2022; Vashistha, 2025).

Equally important is the human dimension of AI integration. Education has long been understood as a human endeavour grounded in empathy, creativity, and ethical judgment, rather than the mere transmission of information (Noddings, 2012). The rapid spread of AI can be threatening, as it risks sidelining these human values. Teachers and researchers are no longer simply transmitters or analysts of information; they are becoming mediators between human and machine intelligence (Holmes et al., 2021). This shift raises critical questions about identity, autonomy, and creativity, which underscores the need to ensure that AI serves as a co-pilot to human judgement, not a replacement (Holmes et al., 2021; Knox et al. (2020); Perrotta & Selwyn, 2020).

Within the Algerian context and beyond, this debate gains particular importance, as universities and teacher education institutions increasingly integrate digital technologies and experiment with artificial intelligence for language learning, assessment, and research (Abdelkader, 2025; Youcef, 2024). Despite this rapid uptake, systematic reflection on the ethical, methodological, and pedagogical implications of these practices remains limited. What is needed is a sustained, national dialogue among educators, researchers, and policymakers so that AI is governed in ways that advance educational quality, promote equity of access and opportunity, and support human development rather than undermining it.

Therefore, the Research Laboratory on Language Didactics at the Teacher Education College of Setif, Algeria, is organising the first national conference on “Artificial Intelligence and the Future of Educational Research in Higher and Teacher Education: Methodological, Ethical, and Human Dimensions.” This event aims to provide a multidisciplinary platform for teachers, students, and researchers to critically examine the growing relationship between AI and educational research. It also seeks to promote discussion on how AI can both challenge and enrich existing research paradigms, and ensure that methodological rigour, ethical accountability, and human-centred approaches can be maintained in this increasingly digital academic world.

2. Conference Objectives
1. To examine how artificial intelligence is reshaping research practices, methodologies, and knowledge construction in higher and teacher education.
2. To critically reflect on the methodological, ethical, and human implications of AI integration in educational research, with particular attention to issues of responsibility, validity, and accountability.
3. To explore how human creativity, intuition, empathy, and professional judgement can be preserved and meaningfully integrated within AI-supported research and teacher education.
4. To identify strategies, frameworks, and best practices for responsible and equitable AI governance in education, ensuring quality, access, sustainability, and human development.
5. To foster national and multidisciplinary dialogue among Algerian educators, researchers, policymakers, and students on the present and future role of AI in educational research and teacher education.
3. Conference Themes

The Scientific Committee of the conference invites the submission of abstracts addressing the conference themes, including
but not limited to the following:

Theme 1: Methodological Innovations and Challenges in AI-Driven Educational Research

- AI-based data collection, analysis, interpretation, and plagiarism detection in educational research
- Validity, reliability, and transparency in AI-assisted studies
- Redesigning research paradigms for AI integration
- Human and AI collaboration in educational research design and decision-making
Theme 2: Ethical Dimensions of Artificial Intelligence in Education

- Academic integrity, authorship, and originality in the age of AI
- Data privacy, consent and responsible use of AI in educational contexts
- Addressing bias and objectivity in AI-driven educational tools
- Ethical responsibilities of teachers and researchers using AI
- Ethical frameworks for AI in teaching, learning, and research
Theme 3: Human and Pedagogical Dimensions of AI Integration

- Maintaining human creativity, empathy, and ethical judgement in AI-assisted education
- Teacher and researcher roles as mediators between humans and machines
- Developing AI literacy and critical digital pedagogy among students and educators
- The impact of AI on teacher identity, autonomy, and professional development

Theme 4: AI in Language Education and Teacher Training

- Implementation of AI in language learning, assessment, and feedback
- Opportunities and challenges of AI integration in teacher education programs
- AI-driven approaches to language research, corpus linguistics, and instructional materials design
- Localized approaches: integrating AI within Algerian EFL and EMI contexts
- Teacher preparedness, readiness and professional development for AI-enhanced teaching

Theme 5: Policy, Equity, and the Future of Educational Research in the AI Era

National and institutional strategies for AI integration in higher education and research
Promoting inclusivity, equity, and accessibility in AI-enhanced education
The role of AI in advancing educational quality
The future of educational research paradigms in the digital age

3. Participation and Submission Guidelines

* Important Dates

- Deadline for abstract submission: 10 March 2026

- Notification of acceptance: 22 March 2026

- Deadline for full paper submission: 18 April 2026

- Conference date: 28-29 April 2026

* Submission Guidelines

- Language of the conference: English

- Type of attendance: Onsite

- Abstracts: Maximum of 250 words. It must include the title, author(s)’ affiliation, email address, phone number, conference theme, and 3–5 keywords

- Form of submission: Abstracts should be submitted via the following email address: This email address is being protected from spambots. You need JavaScript enabled to view it.

- Full paper: Full paper: Between 5000- 8000 words (please use: 12-pt Times New Roman, double-spaced, 2.5 cm all sides, APA 7th edition)

“We look forward to your participation in this enriching academic event, which seeks to foster dialogue, collaboration, and critical reflection on the future of educational research in the age of Artificial Intelligence”.

For more enquiries, please contact: This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it.

Scientific Committee

The president of the scientific committee:

- Prof. Idri Nadia, University of Bejaia

Members of the scientific committee:

- Prof. Alilouche Kaci Fadhila, University of Bejaia

- Prof. Nemouchi Abdelhak, ENS-Sétif

- Prof. Sarnou Hanane, University of Mostaghanem

- Prof. Yassine Souryana, University of Tizi ouazou

- Dr. Ayachia Houda, ENS- Setif

- Dr. Bouferrouk Abderraouf, ENS- Setif

- Dr. Bouzid Dhikra Amel, University centre of ILIZI

- Dr. Boudjadar Tareq , ENS- Setif