One thing that I like to do is to highlight andunderline the passage in the text itself, and then try to answer the fol-lowing three questions on my notepad:• What is the technique the author is using here?• Is this technique effective?• What would be the advantages and disadvantages if I tried thissame technique in my writing?

It’s important to read with a pen or highlighter in your hand so thatyou can mark—right on the text—all those spots where you identifyan interesting choice the author has made or a writerly technique youmight want to use

I focus on the essay of only one student, Robert (pseudonym), because his analysis of a hip-hop text led me to the serious study of scholarship on hip-hop language and literacy

I discovered the validity of using hip-hop in the classroom and that students, including ones who are labeled underprepared or have been placed in developmental or remedial classes, are in a position to educate us if we are willing to listen.

Despite research that argues that standardized tests like the ACT are biased against the linguistic backgrounds of African American students (Fleming & Garcia, 1998), these tests are still used to gain entry to university programs so as to protect the myth that there is one standard English that is superior to other variations. To address the above contradiction, at least at the pedagogical level, in this paper, I examine the writing of one African American student in a transitional college English class to identify hybrid language practices resulting from this student's linguistic background

The doors to higher education opened during the late 1960s and 1970s in large part because of demands made by African American and Latino students. Despite this cultural and demographic shift, a narrow view of Standard American English (SAE) still dominates in the academy (Fox, 1999; Kynard, 2008).

A related issue to school inequality is school racial segregation. Before 1954, schools in the South were racially segregated by law (de jure segregation). Communities and states had laws that dictated which schools white children attended and which schools African American children attended. Schools were either all white or all African American, and, inevitably, white schools were much better funded than African American schools. Then in 1954, the US Supreme Court outlawed de jure school segregation in its famous Brown v. Board of Education decision. Southern school districts fought this decision with legal machinations, and de jure school segregation did not really end in the South until the civil rights movement won its major victories a decade later.

In addition to deterrence, another reason for the adoption of strict discipline policies has been to avoid the racial discrimination that occurs when school officials have discretion in deciding which students should be suspended or expelled

We also have to remember that rhetorical theory teaches that audience iscritical to understanding how languages are used. The three books under reviewonly nominally deliberate on the role of the reader in written codeswitching,a gap that needs to be filled. Future scholarship has to account for the ques-tion of reception, or how codeswitched texts are read and the ethics of suchreadings. Skillful writing encodes multiple layers of information and rhetoricalappeals into texts to facilitate the communication and interpretation of suchworks. Audiences, for their part, grant authority to the writer before they evenengage with the logic of an utterance. “Indeed,” Gilyard reminds us, “writ-ing is largely an exercise in creating the listener” (119). However, the take onwritten codeswitching as rhetorical practices by these books does foregrounda holistic approach to writing that includes both the production and receptionaspect of texts, and thereby asks the kinds of questions which will inevitablylead to greater scholarly, pedagogical, and theoretical development of the field

transculturation

medium of written codeswitching (paper notebooks, the internet, writing itself,etc.) is important to understand the message and that written codeswitchingfundamentally differs from oral varieties.

What is needed is critical literature that studies codeswitching in writtendiscourse as thoroughly as that which has been developed for the oral formsof the phenomenon.

n True to the Language Game, Keith Gilyard questions the efficacy of“code-switching pedagogy,” stating that there are “no reputable studiesdemonstrating that speech varieties translate neatly into writing varieties, nopossibility that teachers can teach appropriateness” (129). He concludes hiscriticisms with calls for a reevaluation of the term “code” in the context ofits sociolinguistic origins. He also highlights a striking assumption by com-position as a field: that we have prematurely adopted a pedagogy developedthrough research on spoken language varieties without assessing its appli-cability for written discourse. This questions the field’s implicit marking ofcodeswitching1 as unconventional and illegitimate. At best, writing teacherssay codeswitching is acceptable in community exchanges but not in profes-sional or high stakes settings

To improve low-income students’ school performance, our society must address the problems of poverty and racial/ethnic inequality. As two sociologists argue this point, “If we are serious about improving American children’s school performance, we will need to take a broader view of education policy. In addition to school reform, we must also aim to improve children’s lives where they spend the vast majority of their time—with their families and in their neighborhoods”

the policy of legacy admissions makes it easier for certain wealthy students to gain admission. Under this policy, students who are daughters or sons (or other relatives) of graduates of the institution are given preference in admissions.

you will need to integrate ideas carefully at the paragraph level and at the sentence level. You will use topic sentences in your paragraphs to make sure readers understand the significance of any facts, details, or quotations you cite (see the Paragraph Development chapter for more about developing paragraphs)

avoid repeating your thesis verbatim from the introduction. Restate it in different words that reflect the new perspective gained through your research, which helps keep your ideas fresh for your readers

Research papers generally follow the same basic structure: an introduction that presents the writer’s thesis, a body section that develops the thesis with supporting points and evidence, and a conclusion that revisits the thesis and provides additional insights or suggestions for further research.

Include a direct quote using P.I.E. and reflect on what the source illuminated about your question.

The purpose of an informative essay, sometimes called an expository essay, is to educate others on a certain topic.

A report is written from the perspective of someone who is seeking to find specific and in-depth information about a certain aspect of a topic.

manipulate their literacy and language repertoires to express,communicate, and make gains through writing, using multilingual practices to accomplish what they need with writing. The potential of recognizing these practicesis great: When multilingual writers are allowed to draw on these resources in theirwriting, they express sharp insight into culture and language, are hyperaware ofaudience, articulate similarities and differences among writing styles in multiplelanguages, and often write themselves into new intellectual and professi

I feel like if I can't write it's a lot of things inside me, a lot offeelings that I can't, um, I can't send them to other people, you know. 'Cause, uh,I find myself when I'm writing.

Faridah reveals her developed literate repertoire when she explains that she's"more comfortable writing" in multiple languages than speaking them. She sayssuch a preference for writing gives her time to decide "why I am using this word,this is what I mean from this word." She says that in Arabic "a word has manymeanings. And you can choose this word and maybe it can make this person really mad. You cannot use another word that has the same meaning to make himhappy."

understanding literate activityis understanding how we "constantly make our worlds—the ways we select from,(re)structure, fiddle with, and transform the material and social world we inhabit,

Meanwhile, linguistic and literate multiplicity has been depicted as a matter ofmovement: Suresh Canagarajah (2006) suggests multilingual writers are "shuttling"among their languages as they write; Ilene Crawford (2010) theorizes rhetoric "asthe study and practice of movement" in order to treat "both roots and routes ascomplex compositions of physical, emotional, and intellectual movement"

"It is now widely conceded that human motion is definitive of social life more often than it is exceptional in our contemporary world"

Trauma and Shame. URL: https://www.oohctoolbox.org.au/trauma-and-shame (visited on 2023-12-10).

Danya Ruttenberg. Famous abusers seek easy forgiveness. Rosh Hashanah teaches us repentance is hard. Washington Post, September 2018. URL: https://www.washingtonpost.com/outlook/famous-abusers-seek-easy-forgiveness-rosh-hashanah-teaches-us-repentance-is-hard/2018/09/06/c2dc2cac-b0ab-11e8-9a6a-565d92a3585d_story.html (visited on 2023-12-10).

Zoë Corbyn. Jennifer Jacquet: ‘The power of shame is that it can be used by the weak against the strong’. The Observer, March 2015. URL: https://www.theguardian.com/books/2015/mar/06/is-shame-necessary-review (visited on 2023-12-10).

language that is intended as authentic communication, rather than as an artificial exercise, is more likely to call forth the full range of students' linguistic capabilities

The most important principle of effective instruction for such students is ethnosensitivity, rather than ethnocentrism, on the part of teachers

the most pragmatic position seems to be that of biloquialism

Biloquialism, often termed bidialectalism or biculturalism (as parallels to bilingualism or multilingualism), encourages the learning of mainstream language patterns without eliminating or denigrating nonmainstream ones.

Eradication, the traditional policy in the English teaching profession, assumes the undesirability of language patterns associated with nonmainstream groups and attempts to replace these patterns with more desirable mainstream ones.

many students from nonmainstream cultural groups are faced with a conflict between their own cultural and linguistic systems (and their identity as members of their ‘home’ groups) and those of the standard written language.

‘Non-mainstream,’ then, refers to those groups which do not conform to the above characteristics, and whose members speak dialects or non-prestige varieties of English that are considered ‘nonstandard.

Non-standard English, in contrast, is spoken by groups of people who have been isolated from the standard dialect,

‘mainstream’ is used to refer to those people in societies around the world who are characterized as literate, school-oriented, aspiring to upward social mobility

Such variation, of course, has significant implications for educational policy

The term ‘standard English’ generally refers to the variety of English used by the formally-educated people who are socially, economically, and politically dominant in English-speaking countries.

The identification of individuals with particular population groups (e.g., those based on socioeconomic class, gender, age, ethnic origin, or region of a country) is reflected in their use of particular linguistic items

a primary characteristic of any written standard English is the absence of socially stigmatized features

Experiential Learning

A drone is able to detect the moth. Also, to see how it's flying and with it wings, propellers will just, will just crush, actually, the moth

open field situation in Spain, then you will, uh, end up at the end of the growing season with four kilograms per square meter. If you do this in a high tech greenhouse in the Netherlands at the moment, you will end up with 80 kilograms

Eric Garner was killed by an officer using a prohibited chokehold after Garner had allegedly committed a misdemeanor.

The experiential learning cycle rests

Concrete learning is when a learner gets a new experience, or interprets a past experience in a new way.  Reflective observation comes next, where the learner reflects on their experience personally. They use the lens of their experience and understanding to reflect on what this experience means. Abstract conceptualization happens as the learner forms new ideas or adjusts their thinking based on the experience and their reflection about it. Active experimentation is where the learner applies the new ideas to the world around them, to see if there are any modifications to be made. This process can happen over a short period of time, or over a long span of time.

David Kolb is best known for his work on the experiential learning theory or ELT. Kolb published this model in 1984, getting his influence from other great theorists including John Dewey, Kurt Lewin, and Jean Piaget.

Learning by doing. This is the basis for the experiential learning theory.

The Plunder of Black Wealth in Chicago: New Findings onthe Lasting Toll of Predatory Housing Contracts” set outto calculate the amount of money extracted fromChicago’s black communities in the 1950s and 60sthrough the practice of what was commonly referred toas home contract sales (also referred to as homeinstallment contracts, contracts for deed, or land salecontracts)

During theclass sessions, students participated in various activities exploring the functionalities ofChatGPT, discussed ethics and academic integrity, and critiqued AI-generated writing.

This study addresses the urgent need to uncover how students engage with Chat-GPT throughout different components of their writing processes and their perceptions ofthe opportunities and challenges of generative AI

If everyone uses ChatGPT, our style will become moreand more alike” (Lydia, Interview). Similarly, Su pointed out that ChatGPT could make thetext “sound generic and impersonal,” which is a problem “when you are trying to conveyyour own ideas, feelings, and perspectives”

was not a good source for writing as it was impossiblefor a reader to trace the original information

complexity”

The instructor left using AIin their final essay as an open option to the students themselves, ensuring that studentscould pursue the option that works best for their individual need

cerns about the linguistic forms of ideas and alleviate the demanding cognitive load asso-ciated with L2 writin

“revise the wording and grammar only” so shecould refine her language and keep the content original

she found the feedback helpful and decided to do more research on the aspectshighlighted

The interviews and students’self-reflections could further shed light on their perceptions and decision-making.

The dualfocus of the cognitive and the social is critical when examining how students engage withand perceive the AI technology and how they negotiate these perceptions and experienceswithin the learning communities of higher education.

However, there is still a substantial gap in knowledge and researchabout students’ real-world integration of AI into their writing workflows, their decision-making processes, and the rationale behind their decision making while they interact withgenerative AI and utilize the technology in their writing in formal educational settings

Consequently, howstudents interact with ChatGPT in natural settings remains largely unknown for researchersand educators

balancing the strengths and limitations of ChatGPT

may rob language learners of essential learning experiences

This evolution reflects abroader need towards a technologically sophisticated approach to writing instruction

design to examine howcollege students use ChatGPT throughout the various components of their writing pro-cesses such as brainstorming, revising, and editing

phenomenological

various concerns arise especially in terms of academic dishonestyand the biases inherent in these AI tools

These dilemmas highlight the need to rethinklearning in an increasingly AI-mediated educational context, emphasizing the importanceof fostering students’ critical AI literacy to promote their authorial voice and learning inAI-human collaboration

This sleep of mine, whatever sleep it is. Were he not gone, The woodchuck could say whether it's like his Long sleep, as I describe its coming on,

Of load on load of apples coming in. For I have had too much Of apple-picking: I am overtired Of the great harvest I myself desired.

But I am done with apple-picking now. Essence of winter sleep is on the night, The scent of apples: I am drowsing off.

And I could tell What form my dreaming was about to take.

Essence of winter sleep is on the night,

My long two-pointed ladder's sticking through a tree Toward heaven still,

My long two-pointed ladder's sticking through a tree

No matter if not bruised or spiked with stubble, Went surely to the cider-apple heap As of no worth. One can see what will trouble This sleep of mine, whatever sleep it is. Were he not gone,

This sleep of mine, whatever sleep it is. Were he not gone, The woodchuck could say whether it's like his Long sleep, as I describe its coming on,

My long two-pointed ladder's sticking through a tree Toward heaven still, And there's a barrel that I didn't fill Beside it, and there may be two or three Apples I didn't pick upon some bough. But I am done with apple-picking now.

But conflict theorists say that tracking also helps perpetuate social inequality by locking students into faster and lower tracks. Worse yet, several studies show that students’ social class and race and ethnicity affect the track into which they are placed, even though their intellectual abilities and potential should be the only things that matter: White, middle-class students are more likely to be tracked “up,” while poorer students and students of color are more likely to be tracked “down.” Once they are tracked, students learn more if they are tracked up and less if they are tracked down. The latter tend to lose self-esteem and begin to think they have little academic ability and thus do worse in school because they were tracked down. In this way, tracking is thought to be good for those tracked up and bad for those tracked down. Conflict theorists thus say that tracking perpetuates social inequality based on social class and race and ethnicity (Ansalone, 2010).

Another librarian might choose a different starting point, yielding slightly different results.

Technically, some systems store the “seed,” or starting point, within a session to ensure consistent results, but starting a new session with the same query may trigger the selection of a different starting point, leading to different results.

Here’s a rough analogy: imagine a library of one million books indexed by subject headings that cluster similar subjects together. A librarian is asked to find the five books most relevant to “history of trade wars.” Rather than scanning every book she: Pulls roughly 10 candidate books from a shelf with a relevant subject heading and skims them. After skimming those candidates, she decides whether her shortlist looks good enough. If not, she jumps to the next-closest shelf cluster and repeats until she runs out of time. In the end, she will have a pretty good (but maybe not perfect) set of five books

One day you may catchyourself smiling at the voice in your head, as you would smile at the antics of achild. This means that you no longer take the content of your mind all thatseriously, as your sense of self does not depend on it.

Orwhen you wash your hands, pay attention to all the sense perceptions associatedwith the activity: the sound and feel of the water, the movement of your hands,the scent of the soap, and so on.

Instead of "watching the thinker," you can also create a gap in the mind streamsimply by directing the focus of your attention into the Now. Just becomeintensely conscious of the present moment.

When you listen to that voice, listen to it impartially. That is to say, do notjudge. Do not judge or condemn what you hear, for doing so would mean thatthe same voice has come in again through the back door.

The good news is that you can free yourself from your mind. This is the onlytrue liberation. You can take the first step right now. Start listening to the voicein your head as often as you can.

t is not uncommon for the voice to be a person's own worst enemy. Manypeople live with a tormentor in their head that continuously attacks and punishesthem and drains them of vital energy.

hebeginning of freedom is the realization that you are not the possessing entity --the thinker. Knowing this enables you to observe the entity. The moment youstart watching the thinker, a higher level of consciousness becomes activated.

There are two levels to your pain: the pain that you create now, and the painfrom the past that still lives on in your mind and body. Ceasing to create pain inthe present and dissolving past pain - this is what I want to talk about now.

it is not so much that youuse your mind wrongly - you usually don't use it at all. It uses you. This is thedisease. You believe that you are your mind. This is the delusion. Theinstrument has taken you over.

When you are present, when yourattention is fully and intensely in the Now, Being can be felt, but it can never beunderstood mentally.

Cognitive offloading refers to the use of external tools to reduce strain on working memory.

Leaving aside the question of how many student users of ChatGPT are using it to cheat, we must ask how can educators best encourage students' ongoing commitment to the friction that is productive learning? How do we harness students' intrinsic motivation to develop the knowledge and skills like critical thinking that will confer agency in an AI-fueled world?

the tools must be well designed, effectively used, and carefully governed (Loble & Hawcroft, [ 8 ]; Loble & Stephens, [ 9 ]). We have also found that of these three broad criteria for edtech efficacy, good governance—encompassing data privacy, security, and ethical use—gets the most attention. This is understandable, especially as some tools move into uncharted territory of psychosocial assessment and even counseling. But by focusing primarily on governance, we can leave the questions of good design and use comparatively underserved. These articles help fill one of those gaps.

Using the educational theory of cognitive apprenticeship, they provide a framework for educators to help students engage with AI tools in a transparent and supportive way, "to optimize their learning and writing without undermining their creative potential," including strategies to fade out support as student expertise grows.

unless it fails to fix its inherent reliability issues, stops "hallucinating" and the hype bubble bursts (Marcus, [11]), making it another example of technology's failure to realize educational potential for students and teachers in classrooms.

In April, as we write the introduction to this issue on Artificial Intelligence and Education, ChatGPT reportedly has 400 million weekly users worldwide, the majority of whom are students (Barnum & Seetharaman, [ 3 ]). It's been one of the fastest ever technology take ups and this month's White House Executive Order aims to substantially expand the skills, use, and understanding of AI in education (Exec Order No. 3 C.F.R. 14277, [ 4 ]).

Which poet or poem has been quoted most often in the effort toget laid?

Yes. So I started crying, and I kept crying, and I couldn't stop cry,ing no matter how hard I tried. They tell me I cried for two weeksstraight, but all I remember is that first day. I took a leave of absencefrom school, sold my house, and spent my money in a year, and nowI'm here, relying, as they say, on the kindness of strangers.''"I am kind because you are kind. Thank you for sharing your story.'

How did you start writing?

She sat at a Mac and logged on.Her user name was "CrazyIndian," and her password was "StillCrazy."

I keep playing with AI, but the error rate is extraordinary. I have yet to ask one of these tools a single question without finding an error somewhere in the answer.

Here’s an example from a student’s AI-assisted paper: “From the vibrant Yoruba marketplace to the silent void of Elesin’s prison cell, the play unfolds as an exploration of liminality — those fragile thresholds where life and death, duty and hesitation, individual and communal all collide.”

Like this line generated for me by Stanford University’s Storm app: “The novel The Palm-Wine Drinkard has been recognized for its contributions to both Nigerian literature and the global literary landscape, symbolizing the complexity of African narratives in the face of colonial legacies.”

AI-assisted papers often refer to something once by its proper name and then substitute it throughout the rest of the paper with referents.

That is a sentence. It is grammatically correct. It has no typos. It is snappily short. It is on topic for the course. And ... it means nothing. AI tossed together extremely common phrases — “home to” and “some of” and “world’s most” — to sound good. Then it appended an empty phrase. What are “diverse literary works”? And what makes an individual work “the most diverse”? It deploys many genres? Includes words in many languages? Depicts many ethnicities interacting? In fact, very few texts do any of those things. Which doesn’t matter, because Africa could have two such texts and still have “some of” the world’s “most diverse” texts.

But producing a generation that can’t write — which means, in a profound way, a generation that can’t think

meet the challenge of teaching new forms of digital literacy

, students should have frequent opportunities to corroborate the accu-racy of the content generated by AI.

AI-generated writing is here to stay and will bewidely accessible to the public

As teachers and education researchers, we must take responsibility forour roles in helping students develop the skills and knowledge they need to succeed.

What do you consider to be the most important factors in making an instance of public shaming bad?

Reintegration “Public shaming must aim at, and make possible, the reintegration of the norm violator back into the community, rather than permanently stigmatizing them.”

The Special Rapporteur in the field of cultural rights also stresses the need for digital technologiesto “respect cultural diversity, promote linguistic inclusivity and prioritize underrepresentedcommunities’ perspectives”

Without careful implementation, the widespread use of AI in language processing “could lead to thedisappearance of endangered languages, local dialects, and tonal and cultural variations associatedwith human language and expression” (UNESCO, 2021b, para. 95). Consequently, policy measuresshould actively counterbalance these risks by ensuring that AI technologies support, rather thandiminish, global linguistic and cultural diversity.

o achieve this, it is essential that digital educationaltools and platforms, particularly those using AI, be designed to incorporate multilingual support,ensure equitable access and uphold cultural sensitivity, thereby enabling students from diversebackgrounds to engage with learning materials in their native languages and cultural contexts.

In the context of education, this also means leveraging AI to support culturally responsiveteaching and learning, ensuring that students have access to diverse linguistic and cultural materials.

The Recommendation calls for participatoryapproaches that engage institutions and the public in educational initiatives to incorporate AI for thepurposes of cultural preservation (

The UNESCO Recommendation on the Ethics of AI highlights the importance of integrating AI systemsinto the preservation and accessibility of cultural heritage, including both tangible and intangibleelements, as well as Indigenous languages and knowledge.

In this connection, attention should be given to “ensur[ing] broadaccessibility for all, including by diversifying the languages represented online to explain andcontextualize heritage assets” (Special Rapporteur in the field of cultural rights, 2025, para. 84(f ))

The X5GON Project addressesthe exclusion of Indigenousand minority languages and culture from AIsystems by leveraging AI to create an OERnetwork that facilitates cross-lingual andcross-cultural learning. By employing AI-driven translation, speech recognition, andsemantic analysis, X5GON enhances accessto learning materials in multiple languages,ensuring that speakers of minority languagescan engage with digital education resources(X5GON, n.d.).

Linguistic diversity is an essential aspect of cultural heritage, yet AI technologies often fail toadequately represent the languages of marginalized groups, in particular Indigenous and minoritylanguages. There remains a major linguistic imbalance in digital content, with English constitutingover 50% of online material, while seven other languages account for another 30% (Snene, 2024).In contrast, over 30 languages spoken by millions of people represent just 0.2 to 2% of digitalcontent, and thousands of languages are barely represented at all (Snene, 2024). AI-generatedcontent may deepen the marginalization of underrepresented languages and the culturalexpressions they convey (Special Rapporteur in the field of cultural rights, 2025, para. 48).The exclusion of Indigenous and minority languages from AI systems has profound implications. Firstly,it restricts digital access for speakers of these languages, reinforcing linguistic inequalities.Secondly, it accelerates the decline of endangered languages, as younger generations may be lessinclined to use them if they are absent from digital spaces. The preservation of linguistic diversity maydepend on its integration into technology, particularly educational technologies.

A significant risk of cultural homogenization in education lies in the reliance on algorithm-drivencontent curation by major digital learning platforms. AI-based recommendation systems prioritizeeducational materials that align with prevailing user preferences, often shaped by dominant culturalinfluences. This can lead to a self-reinforcing cycle, where certain narratives and learning approachesgain disproportionate visibility, while others remain obscured.

Cultural homogenization is exacerbated by the dominance of Western-centric data sets in AI training. AsAI models learn from vast corpora of online content, they often reflect and perpetuate Western culturalbiases, reducing the visibility of educational traditions and historical narratives. The 2025 AI Index Report,published by Stanford University, notes that the United States of America and European countries, closelyfollowed by China, have made substantial contributions to global AI research and innovation. As a result,there is a marked predominance of Western and Chinese influence in data resources and technologicaladvancement (HAI, 2025). Initiatives such as the Global South AI Directory, developed by the Knowledge4 All Foundation, aim to address this disparity by mapping and connecting AI researchers, projects andinstitutions across the global South to increase visibility and support for AI research and developmentbeyond Western-dominated AI hubs (Knowledge 4 All Foundation, n.d.). Ensuring that AI-driveneducational tools respect and represent cultural diversity is essential to fostering inclusivity,critical thinking and the right of all learners to engage with a broad spectrum of culturalknowledge (UNESCO, 2021a)

AI technologies can enrich cultural and creativeindustries, but can also lead to an increased concentration of supply of cultural content, data, marketsand income in the hands of only a few actors, with potential negative implications for the diversity andpluralism of languages, media, cultural expressions, participation and equality” (

perspectives and knowledge systems of marginalized groups, particularly Indigenous Peoples andminorities, are often underrepresented or entirely absent (Foka and Griffin, 2024). As underlined in theRecommendation on the Ethics of Artificial Intelligence, “AI technologies can enrich cultural and creativeindustries, but can also lead to an increased concentration of supply of cultural content, data, marketsand income in the hands of only a few actors, with potential negative implications for the diversity andpluralism of languages, media, cultural expressions, participation and equality” (UNESCO, 2021b, para.3c). Nonetheless, there are several promising initiatives that aim to enrich AI-training data sets withIndigenous and local knowledge, thereby fostering more inclusive learning technologies. The Papa Reoproject in New Zealand is an example of the efforts being undertaken to enrich AI-training data sets withIndigenous knowledge. Through collaboration with Māori communities, Te Hiku Media has developeda te reo Māori language data set to train speech recognition tools that respect cultural context andpromote linguistic inclusion (Papa Reo, n.d.).

The increasing influence of AI and digital platforms on cultural expression has raised concerns regardingcultural homogenization. Cultural homogenization is the process through which dominant culturalnarratives, primarily from economically and technologically powerful regions, overshadow andmarginalize diverse cultural expressions. This issue is particularly relevant in education, where AI-drivenlearning tools play a growing role in shaping children’s knowledge and worldview. As AI systems arepredominantly trained on data sets that reflect mainstream cultural norms, the unique traditions

Cultural rights are recognized as fundamental human rights in several international legal instruments,including the Convention on the Rights of the Child (article 31), the Universal Declaration of HumanRights (article 27), and the International Covenant on Economic, Social and Cultural Rights (article 15).These legal instruments affirm that everyone has the right to participate in cultural life, enjoy the benefitsof scientific progress and its application, and benefit from the protection of the moral and materialinterests resulting from their creative work. The International Covenant on Economic, Social and CulturalRights also stresses the need to respect the freedom indispensable for scientific research and creativeactivity. Additionally, the Convention on the Protection and Promotion of the Diversity of CulturalExpressions (2005) highlights the need to promote cultural diversity through education (article 10),particularly in the face of globalization and technological advancements.

sociolinguistics

“Childe Roland to the Dark Tower came.”

Dauntless the slug-horn to my lips I set

Burningly it came on me all at once, This was the place! those two hills on the right, Crouched like two bulls locked horn in horn in fight; While to the left, a tall scalped mountain… Dunce, Dotard, a-dozing at the very nonce, After a life spent training for the sight!

A great black bird, Apollyon’s bosom-friend,                                 160 Sailed past

As for the grass, it grew as scant as hair In leprosy; thin dry blades pricked the mud

O’er the safe road, ’twas gone; grey plain all round: Nothing but plain to the horizon’s bound. I might go on; nought else remained to do.

So many times among “The Band”—-to wit, The knights who to the Dark Tower’s search addressed

My first thought was, he lied in every word, That hoary cripple, with malicious eye

(See Edgar’s Song in “Lear”)

Childe

Was that what women hummed at luncheon parties before the war?

This ledme to remember what I could of Lycidas and to amuse myself with guessing which word itcould have been that Milton had altered, and why

Because AI is a relatively recent development, research on AI-assisted writing is still in its early stages. There is limited empirical data on the long-term effects of AI on student learning and cognitive development.

The ethical concerns surrounding AI-assisted writing primarily revolve around plagiarism, originality, and academic integrity.

using AI for mechanical improvements while relying on traditional methods to develop argumentation and analytical reasoning. Such an approach is likely to yield the best learning outcomes for students.

To address the limitations discussed above, future research should emphasize longitudinal empirical studies that examine the impact of AI writing tools on learning outcomes and skill retention. Tracking students across multiple academic years would provide clearer insights into how these tools influence writing development, critical thinking, and overall academic performance. Comparative studies between students who use AI writing tools and those who rely on traditional instruction could also clarify the differential effects on writing proficiency and long-term retention. Broadening the scope of research beyond higher education is equally important. Examining how AI affects secondary students, non-native English speakers, and professionals in diverse fields would help educators and policymakers understand its influence across varied populations, enabling more targeted and inclusive integration strategies.

4.7. Limitations of the Current Review

Instructors should emphasize the use of AI for immediate guidance, while designing assignments that promote reflective and analytical writing practices, fostering independent learning and lasting skill development [32].

Moreover, AI tools are effective in facilitating large-scale writing improvement, particularly in educational institutions with high student-to-instructor ratios, where individualized feedback from instructors is challenging to provide. In comparison, traditional instruction relies heavily on teacher involvement, which can limit the ability to provide all students with immediate and individualized assistance [20].

Effective instructors can identify students’ weaknesses, offer detailed explanations, and foster improvements through various writing assignments. This personalized approach helps students refine their writing over time and foster a deeper understanding of the principles of strong writing [21].

4.5.1. Impact on Learning Outcomes

They also encourage students to critically evaluate AI-generated content and use their reasoning and creativity to expand on the writing by adding their own perspectives.

Some professors encourage the use of AI-assisted tools to supplement student assignments.

Not all students see AI writing tools as purely beneficial [12]. Many have expressed concerns that these tools can undermine critical thinking, logical reasoning, and creativity [21,23].

By striking a balance between AI assistance and human creativity, writers can harness the power of technology while preserving their ability to think critically and express themselves effectively [7,13,16].

Additionally, there are several concerns about plagiarism and the authenticity of AI writing. Most AI tools utilize information from internet sources but often fail to verify factual accuracy or properly credit sources [28].

Writing is not only about assembling words into sentences that make sense; it is also about engaging with the material in a way that encourages students to analyze information critically and apply independent reasoning to the subject matter [28]

Are students truly engaging in the writing process, or are they merely depending on this technology to fulfill course requirements?

We conducted a narrative review by systematically searching three academic databases, EBSCOhost, ERIC, and JSTOR, to identify relevant studies on the role of AI tools in academic writing.

They can even generate entire essays and help students formulate arguments, saving the students significant time and improving their language use, accuracy, and coherence, among other benefits [12].

Specifically, this paper will explore the following topics: (1) the impact of AI writing tools on students’ ability to develop independent writing skills and critical thinking; (2) the benefits and limitations of AI-assisted writing tools in improving grammar, coherence, and argumentation; (3) the perceptions of students and educators regarding the effectiveness of AI writing tools in higher education; (4) the ethical concerns raised by AI-assisted writing, including issues related to plagiarism, originality, and academic integrity; (5) the comparison between AI-based writing tools and traditional instructional methods in terms of learning outcomes and skill improvement; and (6) the best practices for integrating AI tools into writing curricula to optimize student learning outcomes.

As a result, they are now increasingly regarded as critical parts of the writing process, particularly for writers who may face challenges with the linguistic and structural aspects of writing [17,18].

THE VHS TAPES waited inside a small pull-out cabinet. Thin adhesive panels on the cabinet’s sides gave the chipboardthe appearance of polished, solid wood. The heavy inner drawer rolled smoothly on its track to reveal the row of tapes,each with a hand-lettered label—some in my mother’s careful italics but many in the large block letters of my father’shand. As a long-haul truck driver in the pre-GPS early ’90s, my father was responsible for manually logging his trips inan oversize ledger when he got home. Those block letters spelled out maps like secret codes: I-77 S PICK UP, 460 E, I 77But his writing on these tapes looked very different:N DETROIT. FRANKENSTEIN. DRACULA. THE MUMMY. THEWOLF MAN.

Yann Braga | Storybook Vitest | ViteConf 2025

While public criticism and shaming have always been a part of human culture, the Internet and social media have created new ways of doing so.

Educators expressed concerns about data privacy and the ethical implications of using AI tools inearly childhood classrooms. Many were unsure about how student data was being collected,stored, and used, and there were no clear guidelines on obtaining parental consent

78 IJEDICTEthical considerations are also paramount in the successful integration of AI in education.Developing comprehensive data protection policies that are specific to educational settings willsafeguard student privacy and ensure responsible AI use. Policies must mandate parental consentfor data collection, and AI developers should be required to ensure algorithm transparency andconduct regular audits to identify and mitigate biases. Educator training should include modules ondata privacy and ethical AI use, while parental engagement initiatives can build trust and fosterbroader acceptance of AI tools.

Similar results have been observed in countries like Finland, where AI-powered learningenvironments were linked to enhanced executive functioning skills such as working memory andcognitive flexibility (Holmes et al., 2021). AI tools that incorporate interactive problem-solvingactivities and puzzle-based challenges foster critical thinking and cognitive growth in younglearners.

words come out from the depth of truth;

Father

head is held high;

Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit;

free;

Where the mind is without fear

cyberbullying has an important impact on the mental health of adolescents which can cause psychological distress consequences, such as post-traumatic stress mental disorder, depression, suicidal ideation, and drug abuse

Although this review has identified many personal and situational factors associated with cyberbullying, the majority of studies adopted a cross-sectional design and failed to reveal the causality

Personal factors, such as high school students, past experiences, impulse, improperly controlled family education, poor teacher-student relationships, and the urban environment, were considered risk factors for cyberbullying perpetration.

Some studies suggest that parental aggressive communication is related to severe cyberbullying victims, while open communication is a potential protective factor

For example, intimate parent-child relationships (46) and open active communication (19) were demonstrated to be related to lower experiences of cyberbullying and perpetratio

In terms of the risk factors associated with cyberbullying victimization at the personal level, many studies evidenced that females were more likely to be cyberbullied than males (13, 26, 29, 38, 43, 52, 54, 55, 58). Meanwhile, adolescents with mental health problems (61), such as depression (33, 62), borderline personality disorder (63), eating disorders (41), sleep deprivation (56), and suicidal thoughts and suicide plans (64), were more likely to be associated with cyberbullying victimization. As for Internet usage, researchers agreed that youth victims were probably those that spent more time online than their

The adverse effects caused by cyberbullying, including reduced safety, lower educational attainment, poorer mental health and greater unhappiness, led UNICEF to state that “no child is absolutely safe in the digital world”

The influence of cyberbullying may be worse than traditional bullying as perpetrators can act anonymously and connect easily with children and adolescents at any time

Based on Olweus's definition, cyberbullying is usually regarded as bullying implemented through electronic media (6, 7). Specifically, cyberbullying among children and adolescents can be summarized as the intentional and repeated harm from one or more peers that occurs in cyberspace caused by the use of computers,

Young people during these periods are particularly vulnerable and cannot fully understand the connection between behaviors and consequences

If a major change is to be made, it has to consider / link to the old terminology,at least temporarily. If ever you changed these subject headings, I think a'hidden link' should remain, so that the search results would not be limited (i.e., ifI still use an old terminology, I don't want to be penalized).

purpose of the current manuscript was to argue that cyberbullying can be explained usinglearning theory

First, the BGCM and GLM both emphasize positively reinforced learning as an impor-tant mechanism in cyberbullying development. Therefore, it is prudent that interventionsincorporate the entities that can reinforce or punish cyberbullying actions.

Cyberbullying isunique because of the increased anonymity afforded to the online aggressor, the irrelevanceof one’s physical stature, the non-physical nature of cyberbullying, the ability to have otherssee the online harm across the world at instantaneous speed, and other factors

ffective habituation refers to the learned association between thebehavior and emotional constructs

BIMOB is a belieftheorized to be the consequence of cyber-aggression which emphasizes the common beliefthat anybody—no matter how physically small or weak—can harm others due to the onlinenature of cyberbullying

Overall, research from a social learning perspective has shown that cyberbullying islikely learned and reinforced from peers, parents, the media, and personal experiences.

Reason, indeed, may oft complain For Nature’s sad reality,

Seed suggests that work created now in the relentless bombardment of visual stimulus in the age of the internet has been forever changed,” explains Ashton. “We still have ties with the era of historical realism but we can’t ignore what’s going on right now.