Special Issue: Call for Papers
Generative artificial intelligence has moved into classrooms, training programs and workplaces within a short period. Educators now face open questions about what learners should know, how their learning should be assessed and which competencies hold value. Thus, the distance between what education provides and what the future workforce requires has become a matter of concern for institutions across sectors.
This special issue examines how education systems prepare learners for work in an economy driven by artificial intelligence and oriented towards sustainability. The focus rests on the connection between educational practice and workforce readiness. The issue draws attention to skills, curricula and assessment, and to the wider question of how institutions respond to rapid technological change.
Contributions may address, though are not limited to:
•Generative artificial intelligence and the redesign of curricula for future work
•Assessment and academic integrity in the age of generative artificial intelligence
•Employability skills and graduate readiness for an automated economy
•Higher education reform under Industry 4.0
•Vocational and professional training for emerging technologies
•Sustainability and circular economy literacy in education
•Artificial intelligence in management and business education
•Equity and access in AI-supported learning
•Ethical questions in the educational use of generative artificial intelligence
•Teacher and trainer development for AI-rich classrooms
Manuscripts should follow the author guidelines available on the journal website. Authors should state in their cover letter that the submission is intended for this special issue.
For abstract submission, please visit the FIRE’s website: www.firejournal.org
