Publications

Article / Journal

Language(s): Français

Abstract:
Cette étude analyse les transformations de la littérature algérienne contemporaine d’expression française à travers son investissement des réseaux sociaux, en particulier Facebook. À partir de l’examen de nombreuses pages et groupes algériens, elle met en évidence l’apparition de nouvelles formes d’écriture (microfictions, dématérialisation des supports), ainsi que le développement de l’autoédition, où l’auteur devient à la fois écrivain, éditeur et diffuseur. L’article montre également l’évolution des pratiques langagières, marquées par l’intégration de néologismes numériques, l’usage d’un registre familier et d’un français imprégné de langues et de cultures algériennes. L’analyse de textes publiés sur Facebook par des écrivains comme Ahcène Mariache, Belkacem Bouasria Ouldabderrahmane, Azouz Begag, Belhadj Tahar Aïssa, Yasmina Khadra ou Lynda Chouiten révèle comment les plateformes numériques reconfigurent le champ littéraire algérien, en créant de nouveaux espaces de production qui négocient entre tradition francophone et modernité numérique, entre normes linguistiques et créations langagières, tout en rapprochant la littérature de son lectorat algérien.

Chapter

Language(s): English

Abstract:
The integration of artificial intelligence (AI) and virtual reality (VR) into education is growing, expediting the optimization of personalized adaptive language learning (PALL). This chapter discusses the foundations of personalized adaptive learning, explaining its importance for language learners. The potential of AI in language learning and an overview of VR–assisted language learning are presented with a particular focus on the potential of AI embedded into VR, which enables PALL experiences. The role of AI-enhanced high-immersion VR is explained with examples of providing language learners with individualized and contextualized learning environments through immersive real-world based scenarios and simulations. The chapter pinpoints current challenges and future avenues for exploration.

Article / Journal

Language(s): Español

Abstract:
El artículo analiza críticamente la incorporación masiva de tecnologías digitales en la educación superior desde el enfoque reconceptualista del currículo, enfatizando que la tecnología sin revisión institucional puede menoscabar el rol humano. Mediante revisión bibliográfica y normativa y análisis temático, concluye que el reconceptualismo favorece la reflexión y el trabajo colaborativo en equipos de gestión académica, pero requiere el desarrollo de competencias digitales y reflexivas y la formación continua para garantizar coherencia entre innovación tecnológica y prácticas institucionales centradas en las personas.

Article / Journal

Language(s): English

Abstract:
This article examines how international collaboration (North–South and South–South) and open-source mobility platforms can democratize AI in transportation by enabling capacity building, technology transfer and local adaptation for public transport optimization and traffic management. Through comparative case studies, it identifies enablers—shared ethical frameworks, mutual learning, decentralized innovation and transparent data-sharing—and barriers—infrastructure gaps, policy misalignments and power asymmetries in data and algorithm design. It argues that well-structured partnerships enhance transparency, local agency and culturally sensitive applications, and offers policy recommendations (multilateral support, open standards, co-creation) for equitable AI in transport and broader global AI governance.

Article / Journal

Language(s): English

Abstract:
This study examines how tertiary education systems, methods, and processes are coping with an increasingly turbulent global context marked by the pandemic, conflict, climate crises, and rapid technological change. Using a mixed-methods survey of 401 respondents from over 30 countries, it finds that while higher education shows some adaptive capacity in the post-pandemic period, it continues to face serious challenges related to technology access, student engagement, and mental health. The authors argue that institutions must prioritize technical integration, teacher training, and mental health support to achieve more relevant and effective educational outcomes, positioning the study as a starting point for ongoing inquiry rather than a definitive conclusion.

Article / Journal

Language(s): English

Abstract:
The review maps how “hybrid intelligence” systems—human–AI ecosystems that collaborate and co‑evolve—are being conceptualised and used in education. Synthesising 42 publications (2015–2025) via a PRISMA-ScR scoping review, it identifies three core components (collectivity, superior outcomes, continuous learning) and two design priorities (adaptivity, ethics). Evidence shows that hybrid systems can enhance cognition, metacognition, self‑regulated learning and socio‑emotional development across use cases such as AI‑assisted writing, embodied learning, and collaborative platforms. Yet ethical and equity issues (bias, privacy, digital divide) remain weakly addressed. The paper calls for participatory, transparent, educator‑led design and proposes a co‑evolutionary framework for integrating hybrid intelligence responsibly in education.

Chapter

Language(s): English

Abstract:
Chapter in "Lingua Ex Machina: AI, Multilingualism and Interculturality" which explores the evolving role of AI in shaping language, communication and intercultural encounters. The term ‘Lingua Ex Machina’ (literally ‘language from the machine’) encapsulates the paradox of AI acting as both a tool for bridging linguistic and intercultural divides, and a potential amplifier of inequalities. This edited volume brings together critical perspectives on the impact of AI on language diversity, translation, education and the production and dissemination of knowledge. From questioning whether AI is more than a sophisticated ‘parrot’ to examining its effects on minor languages and intercultural education communication and research, the contributors highlight both the promises and drawbacks of machine-mediated communication. They also urge readers to reflect on the future of language, advocating for a reflexive approach to technology that prioritises agency, diversity, and critical engagement. This interdisciplinary book is an essential read for students, scholars, and practitioners interested in multilingualism, intercultural communication education, and the implications of AI.

Book

Language(s): English

Abstract:
Provocative, interdisciplinary, and daringly critical, AI for Critical Interculturality doesn’t spoon-feed ready-made answers but rather inspires readers to think, question and interrogate interculturality alongside AI. In a world where AI is often feared as a threat to human intelligence and creativity, the book flips the script by positioning AI as a valuable partner in the study of interculturality as both a scientific and educational notion. How could AI help us dismantle biases, interrogate knowledge production/dissemination and foster deeper self-reflexivity in the broad field of Intercultural Communication Education and Research? What happens when we treat AI not as a passive tool but as an active interlocutor – one that mirrors our ideological blind spots and pushes us toward sharper criticality and reflexivity? Through rich theoretical and conceptual insights, real-world cases and interactive activities, this book equips readers to unmask ideologies in AI-generated knowledge about interculturality; leverage AI as a mirror to expose and confront personal and systemic biases; consider some language stratagems to disrupt linguistic norms in human-AI dialogue. More importantly, the author asks us to forge an ethical and non-utilitarian partnership with AI. This boundary-shattering work invites students, educators and researchers of interculturality to envision and co-create the future of intercultural studies.

Article / Journal

Language(s): English

Abstract:
This article examines how AI’s integration into labor and knowledge systems in Africa can reproduce colonial-era exclusions and displace indigenous, community-based knowledges. Drawing on African epistemologies (e.g., Ubuntu) and cultural metaphors (tokoloshe), it analyzes risks from automation, data extractivism, and the privileging of data-driven expertise over oral/experiential knowledge, and proposes Afrocentric, community-centered pathways for more inclusive, humane technological futures.

Article / Journal

Language(s): English

Abstract:
This paper examines how algorithmic decision-making on digital media platforms (social networks, search engines, recommender systems, AI-generated visuals) reproduces and amplifies racial biases via biased data, design choices, and user behavior, affecting visibility, representation and engagement and reinforcing stereotypes, exclusion and misinformation. It analyzes sources and amplification mechanisms, assesses societal consequences, and reviews regulatory, technical and ethical mitigation strategies, arguing for interdisciplinary collaboration, transparency and inclusive design to promote equitable racial representation online.

Article / Journal

Language(s): English

Abstract:
This mixed qualitative study uses "algorithmic governmentality" to examine how learning analytics shape student subjectivities among 103 master's students in Austria. Findings show ambivalent responses—enthusiasm, resignation, anxiety—where analytics encourage self-regulation, reduce reflexivity, align behavior with data-driven norms, and risk reproducing educational inequalities. Yet students’ critical engagement also offers possibilities for disruption and reflexive inquiry.

Book

Language(s): English

Abstract:
An Introduction to AI and Intercultural Communication Education is the first, historic volume to explore the intersection of AI and intercultural communication education, interrogating both the transformative possibilities and ethical dilemmas posed by emerging technologies. Through diverse scholarly perspectives, the book examines how AI tools, ranging from language models such as ChatGPT and DeepSeek to generative image systems, could reshape the way we teach, research and conceptualise interculturality. While AI offers innovative opportunities for virtual exchanges, automated translation and accessible learning, it also risks reinforcing stereotypes, Western-centric epistemologies and reductive narratives if used uncritically. The contributors address pressing questions: Can AI facilitate decolonial and reflexive approaches to intercultural communication education, or does it inevitably reproduce dominant paradigms? How can educators harness the potential of AI while safeguarding against its pitfalls, such as algorithmic bias and the erasure of indigenous knowledge systems? Combining theoretical critique with case studies, the volume highlights the need for ethical frameworks that prioritise epistemic justice, pluralistic perspectives and human agency in AI-assisted intercultural communication and education. This book is an indispensable resource for students, researchers and educators interested in the complexities of technology-mediated learning, as well as the broader fields of higher education, intercultural studies and internationalisation and globalisation.

Article / Journal

Language(s): Italiano

Abstract:
Il presente studio introduce il costrutto ARISE-AI Responsive Integrated Socio-Education, sviluppato per guidare la riflessione sulla capacità di professionisti e professioniste dell’ambito educativo e socio-educativo di attivare forme di co-agency riflessiva nell’interazione con l’Intelligenza Artificiale, in particolare in riferimento alle pratiche didattiche. In un contesto sociale di crescente normalizzazione dell’AI generativa, il progetto TEACH-AI (Transformative Educational Approaches for Civic and Human-Centred AI) si colloca strategicamente tra l’approccio strumentale proprio dell’AIED (AI in Education) e quello critico-etico proposto dall’AIL (AI Literacy). Tale quadro si intreccia con le recenti Linee guida ministeriali sull’introduzione dell’AI nelle istituzioni scolastiche. Per indagare come l’AI venga integrata nelle pratiche didattiche dei docenti è stato costruito lo strumento PAIR-S (Participatory AI for Inclusive Relationships in School), validato su un campione di 3633 insegnanti. La procedura di validazione ha incluso Analisi Fattoriale Esplorativa e Confermativa e analisi della affidabilità, evidenziando risultati positivi e confermando la solidità delle misure. Lo strumento PAIR-S si configura quindi come uno strumento attendibile e rigoroso per rilevare e promuovere forme di co-agency attiva, supportando la progettazione di pratiche didattiche etiche, informate e consapevoli.

Article / Journal

Language(s): English

Abstract:
The mass migration of human populations to urban areas has resulted in unprecedented challenges for city services. To address and find solutions for these emerging issues, decision-makers must embrace the smart city and Society 5.0 paradigms, which comprehensively tackle various dimensions of the problem and ensure adaptability to evolving citizen needs. Central to the success of these paradigms is technology, particularly artificial intelligence (AI). AI’s transformative capabilities enable the expansion of services, automation of tasks, efficient operationalization and processing vast amounts of data to address urban challenges, aligning with several sustainable development goals (SDGs) such as sustainable cities and communities (SDG 11). Municipalities require strategic plans that empower them to adapt to the AI, Society 5.0 and smart city paradigms, involving multiple stakeholders, including businesses. This study presents a multi-criteria analysis system designed to support decision-making in this complex context, considering the subjective nature and inherent complexity of the decision problem. The system development involved input from key decision-makers with relevant expertise, utilizing methodologies such as cognitive mapping and the decision-making trial and evaluation laboratory technique applied in a neutrosophic environment to analyze cause-and-effect relationships between factors affecting adaptation initiatives. Based on a constructivist, process-oriented approach, the developed analysis system can assist decision-makers in navigating uncertainty during evaluations of technology integration. This holistic and comprehensive system promotes informed decision-making within the AI, Society 5.0 and smart city contexts, contributing to the achievement of relevant SDGs.

Article / Journal

Language(s): English

Abstract:
The article examines how AI intersects with inequality in a neoliberal global context marked by austerity, rationing and scarcity. In the first section, it focuses on predictive analytics in child welfare, social protection and policing, arguing that AI‑assisted approaches to “social problems” risk reproducing and intensifying past discriminatory practices. In the second, it contends that AI development and deployment are likely to reinforce neo‑colonial dynamics or “digital colonialism” in the Global South. The article calls for more social work research on how to resist and mitigate these structurally embedded harms.

Article / Journal

Language(s): English

Abstract:
he study investigates whether digital‑native news outlets frame political crises differently from legacy‑affiliated media. Comparing coverage of Kenya’s 2024 anti‑Finance Bill protests by Citizen Digital (legacy‑affiliated) and Kenyans.co.ke (digital‑native), it qualitatively analyses 100 articles from each outlet. It identifies three main frames—law‑and‑order, victimization, and political critique—with the law‑and‑order frame most common in both cases. The largely similar framing patterns suggest that digital‑native platforms do not necessarily broaden discursive diversity and that shared structural constraints in the media environment help reproduce framing norms traditionally associated with legacy journalism

Article / Journal

Language(s): Español

Abstract:
Estudio mixto (survey, n=121) que caracteriza las determinantes sociales de la brecha digital entre jóvenes del municipio serrano de Huehuetla, Puebla. A través de un instrumento de preguntas cerradas y una interpretación histórico-estructural dialéctica, se analiza el acceso físico (disponibilidad e posibilidad de infraestructura y medios tecnológicos). Los resultados muestran que la brecha digital está profundamente vinculada a desigualdades estructurales e históricas que limitan el acceso y uso de TIC en contextos rurales

Article / Journal

Language(s): Español

Abstract:
Estudio autoetnográfico dialogal (Zoom) sobre cómo personas ciegas en Ecuador, México y Chile reconfiguran su autonomía frente al predominio visual mediante prácticas tecnomediadas. Identifica emergentes como el cyborgcrip y el access-making como experticias situadas en un ecosistema de innovación asimétrica; documenta exclusiones de diseño que obligan a costosas traducciones de interfaces visuales; y muestra el rol de redes comunitarias tecnológicas en sostener una autonomía asistida. Propone una gobernanza de accesibilidad universal, codiseño con usuarias/os, reconocimiento de temporalidades no normativas y enfoques decoloniales basados en interdependencia.

Article / Journal

Language(s): Español

Abstract:
Análisis de la relación entre culturas digitales y educación en Chile centrado en niños, niñas y adolescentes como agentes activos. Propone un marco conceptual usando el modelo riesgo-oportunidad, aborda características simbólicas y materiales de las culturas digitales, cuestiona el concepto de “nativo digital”, examina la mediación adulta y la alfabetización digital (incluida la exclusión digital y la prohibición de dispositivos), y reflexiona sobre la brecha digital como problema social, de género y clase y la posición de los sujetos frente a las Big Tech.

Article / Journal

Language(s): English

Abstract:
The postdigital era signals a profound ontological rupture in knowledge governance, reshaping the foundations of epistemic authority, intellectual agency, and pedagogical ethics. AI is not a neutral tool but an active agent in automating exclusions across epistemic domains—the systems through which knowledge is produced, legitimized, and accessed. In discussing AI-driven epistemic transformations, the very nature of what we mean by epistemic is called into question. By bringing decolonial and postdigital perspectives into dialogue, this study interrogates how AI-driven infrastructures perpetuate and reconfigure colonial and neoliberal logics. Drawing on Floridi’s philosophy of information, Hayles’ posthumanist critique of cognition, and Stiegler’s theory of technics, it examines how algorithmic governance, predictive analytics, and generative AI (GenAI) transform the conditions of education. Rather than merely embedding objectivity, these systems reinforce technocratic norms while marginalizing non-Western and Indigenous knowledges. As machine-learning technologies increasingly shape educational environments, they call for urgent reconsideration of justice and relational knowledge-making. In response, the paper proposes pedagogical frameworks that resist commodification and standardization, advancing pluralism, historical consciousness, and democratic participation. Education must not passively accommodate AI’s epistemic architecture but instead reclaim its transformative, deliberative role—challenging algorithmic enclosures and cultivating an inclusive, reflexive postdigital knowledge society.

Chapter

Language(s): English

Abstract:
Chapter in "Lingua Ex Machina: AI, Multilingualism and Interculturality" which explores the evolving role of AI in shaping language, communication and intercultural encounters. The term ‘Lingua Ex Machina’ (literally ‘language from the machine’) encapsulates the paradox of AI acting as both a tool for bridging linguistic and intercultural divides, and a potential amplifier of inequalities. This edited volume brings together critical perspectives on the impact of AI on language diversity, translation, education and the production and dissemination of knowledge. From questioning whether AI is more than a sophisticated ‘parrot’ to examining its effects on minor languages and intercultural education communication and research, the contributors highlight both the promises and drawbacks of machine-mediated communication. They also urge readers to reflect on the future of language, advocating for a reflexive approach to technology that prioritises agency, diversity, and critical engagement. This interdisciplinary book is an essential read for students, scholars, and practitioners interested in multilingualism, intercultural communication education, and the implications of AI.

Article / Journal

Language(s): English

Abstract:
Comparative exploratory study of Taiwan and South Africa using TIGCR and Afrobarometer data that examines perceived exposure to misinformation/disinformation and its effects on democratic processes. Findings show high perceived exposure in both contexts, links between platform reliance and awareness of false information, and associations between misinformation dissemination, increased polarization, and weakened media roles in democracy. The paper discusses implications for democratic health and proposes directions for further research to mitigate misinformation impacts across diverse democratic settings.

Article / Journal

Language(s): English

Abstract:
Comparative exploratory study of Taiwan and South Africa using TIGCR and Afrobarometer data that finds high perceived exposure to misinformation/disinformation in both contexts, links exposure to increased polarization and weakened media roles, and shows correlations between platform reliance and awareness of false information; discusses implications for democratic health and recommends further research to mitigate misinformation across diverse democratic settings.

Article / Journal

Language(s): English

Abstract:
The paper revisits the notion of “digital play” as a key pedagogical construct for understanding children’s engagement with technologies, arguing that most work still relies on pre-digital theories of play. Drawing on critical constructivism and the concept of “technical code,” the authors report on a two‑year collaboration with early-years teachers and university researchers who used philosophy of technology as an alternative lens to expand how digital play is understood. The project led teachers to develop three new “cultural formations” around the digital dimension of play: cyber‑safety, networked technologies, and creativity, showing how digital learning can be conceptualised beyond traditional play theory.

Article / Journal

Language(s): English

Abstract:
A theoretical paper proposes the AI–Dialogue–Planet (ADP) model, integrating Freirean dialogical pedagogy, ecopedagogy, postdigital critique, and Wholeness Systems Thinking to reposition generative AI as a contested socio-technical system. Through structured learning activities, students critically interrogate AI’s narratives, data, biases, and ecological impacts, then reconstruct more just and sustainable digital texts oriented toward system-level transformation. The model offers higher education a framework to build critical, ecological, and AI literacies while engaging with emerging technologies.

Article / Journal

Language(s): English

Abstract:
The 21stcentury has witnessed higher education shifting from the traditional interaction to the utilisation of digital tools and communication technologies as instructional tools, giving birth to concepts like digital culture and digital literacy, among others. Digital culture and digital literacy are concepts that merit scholarly examination of their contribution to social justice in higher education (HE). The purpose of the paper is to examine the nuanced nexus between digital culture, digital literacy, and social justice. The author examines how digital culture promotes social justice in African universities through access, representation, participation, equality, and inclusiveness. The author utilizes Amartya Sen's Capability Approach (CA) and John Rawls' theory of justice to illuminate the nexus between HE and social justice. The study concluded that despite HE’s attempt to promote social justice in digital form, implementing digital culture is a daunting task. The complexity is influenced by numerous factors,namely, capabilities, rurality, colonialism, and epistemicide, among others. Despite the subtle yet devastating consequences of social justice, it was concluded that digital literary and cultural practices are currently essential in achieving social justice in HE because they enhance participation, deliberative engagement, representation, access and democracy because of access and contribution. The author recommends that governments should continue to promote the theory and practice of social justice in the wider world by investing in HE digitally.

Article / Journal

Language(s): English

Abstract:
Comparative study of crowdsourced lists linked to the #MeToo movement in India (Raya Sarkar, 2017) and South Africa (#RUReferenceList). Using data from X and Facebook and interviews with survivors and activists, it finds that the lists and ensuing online mobilization sought to expose institutional structures of violence and impunity beyond individual accusations, revealing campus power dynamics and survivors’ vulnerability. The study calls for intersectional approaches that move beyond the narrow dichotomy between media-driven justice and due process.

Article / Journal

Language(s): English

Abstract:
This study examines the impact of the community-engaged intercultural telecollaboration, 'Exploring inclusiveness of university campuses through art'. Its goals are to (1) investigate whether participation in this research project changed students' perceptions of campus diversity and inclusiveness, their sense of belonging, empathy, and understanding of the importance of languages and cultures, communication and cooperation skills, and (2) showcase the potential of digital humanities pedagogy. Analysis of qualitative and quantitative data from 66 students at a US minority-serving university revealed improvements across all investigated areas; however, further research is necessary to evaluate the effectiveness of digital humanities pedagogy in intercultural education. Este estudio examina el impacto de la telecolaboración intercultural comprometida con la comunidad, titulada `Explorando la inclusividad de los campus universitarios a través del arte'. Sus objetivos son: (1) investigar si la participación en este proyecto de investigación cambió las percepciones de los estudiantes sobre la diversidad y la inclusividad del campus, sus sentido de pertenencia, empatía y comprensión de la importancia de los idiomas y las culturas, así como sus habilidades de comunicación y cooperación, y (2) mostrar el potencial de la pedagogía de las humanidades digitales. El análisis de datos cualitativos y cuantitativos de 66 estudiantes de una universidad estadounidense que atiende a minorías reveló mejoras en todas las áreas investigadas; sin embargo, se necesita una investigación adicional para evaluar la efectividad de la pedagogía de las humanidades digitales en la educación intercultural.

Article / Journal

Language(s): English

Abstract:
The paper synthesises 24 systematic reviews (2014–2025) on digital technologies in social work across domains such as child welfare, mental health, migration and elderly care. It shows that most reviews frame technology in terms of benefits versus challenges, foregrounding practitioners’ views while largely neglecting clients’ experiences. Digital tools are found to improve access, communication and efficiency, yet issues of poor system design, ethics, digital inequality and practitioner fatigue persist. The review also notes a lack of robust theoretical engagement with technology and calls for research that moves beyond simple binary framings, includes service‑user perspectives and applies richer sociotechnical concepts.

Article / Journal

Language(s): English

Abstract:
This study analyzes gender-based differences in digital readiness among higher education stakeholders in Algeria, using data from a large national survey across eight dimensions (e.g., infrastructure, skills, e-learning engagement, institutional support). Men report significantly higher perceived readiness in digital infrastructure, skills, and overall preparedness, while areas such as administrative support and e-library services show no meaningful gender gap. The findings reveal both enduring inequalities and areas of emerging parity, and the authors argue for targeted, gender-sensitive institutional strategies; they also contribute context-specific North African evidence to global debates on digital equity and policy for inclusive digital transformation in higher education

Article / Journal

Language(s): English

Abstract:
Digital technology has transformed social work education and practice by enabling online training, cross-border support, and more flexible, personalised learning experiences. However, this shift also raises concerns around data breaches, privacy, confidentiality, and ethics. Drawing on existing literature, the paper identifies knowledge gaps among social workers in the digital environment and proposes sustainable approaches: targeted training in information literacy and digital skills, sustained institutional support to make digital learning attractive and accessible, and regular use of digital platforms to build competence. These measures aim to ensure that social workers adopt technology safely, effectively, and sustainably.

Article / Journal

Language(s): English

Abstract:
This paper reviews current literature to identify key pillars of higher education digital transformation and proposes a strategy model tailored to the Romanian academic context. Its original contribution is defining essential pillar elements and implementation stages for a student- and outcome-centered digital transformation strategy.

Article / Journal

Language(s): English

Abstract:
Digitally enabled technologies and pedagogies, including the use of AI technologies, have become integral to higher education. Despite this, online teaching continues to give rise to particularly strong and variable affective responses, responses which orient the academics who feel them towards possible futures, whether desired or feared. In this paper, we consider what affective imaginaries might be informing the future of online teaching within higher education. We describe four affective stances which we interpret from our interviews with influential senior academics in Australia and the United Kingdom, and reflect on how affective imaginaries of online learning may be speaking academic practice into being. We conclude that giving legitimacy to the affective may support the collective potential of academics to mobilise their visions and hopes for higher education going forward.

Article / Journal

Language(s): English

Abstract:
This paper examines how affective imaginaries—emotional orientations toward possible futures—influence visions of online teaching in higher education. From interviews with senior academics in Australia and the UK, four affective stances are identified that shape how academics imagine and enact online learning (including AI-enabled practices). The authors argue legitimizing these affects can help academics collectively mobilize hopes and visions for the future of higher education.

Article / Journal

Language(s): Español

Abstract:
El artículo analiza la realidad virtual desde una perspectiva latinoamericana, proponiendo que, lejos de ser un espacio neutro y deshistorizado, funcionan como heterotopías que intensifican tensiones sobre memoria, territorio y comunidad. Cruzando la utopía situada (Buen Vivir, re-existencia, epistemologías del Sur) con la noción foucaultiana de heterotopía, estudia tres obras inmersivas (El Gran Cahuín; Odisseia; Dreams of the Jaguar’s Daughter) que operan como “espacios otros” vinculados a rumor comunitario, desorientación espacial y experiencia migrante. Sostiene que la VR se usa para sostener mundos amenazados y propone una estética inmersiva latinoamericana que redefine la relación entre tecnología, arte y futuro

Article / Journal

Language(s): English

Abstract:
Advances in artificial intelligence (AI) offer the prospect of manipulating beliefs and behaviors on a population-wide level (1). Large language models (LLMs) and autonomous agents (2) let influence campaigns reach unprecedented scale and precision. Generative tools can expand propaganda output without sacrificing credibility (3) and inexpensively create falsehoods that are rated as more human-like than those written by humans (3, 4). Techniques meant to refine AI reasoning, such as chain-of-thought prompting, can be used to generate more convincing falsehoods. Enabled by these capabilities, a disruptive threat is emerging: swarms of collaborative, malicious AI agents. Fusing LLM reasoning with multiagent architectures (2), these systems are capable of coordinating autonomously, infiltrating communities, and fabricating consensus efficiently. By adaptively mimicking human social dynamics, they threaten democracy. Because the resulting harms stem from design, commercial incentives, and governance, we prioritize interventions at multiple leverage points, focusing on pragmatic mechanisms over voluntary compliance.

Article / Journal

Language(s): English

Abstract:
The study explores how school leaders justify and implement school-specific digitalisation strategies in teaching and learning. Based on semi‑structured interviews with nine leaders from digitally advanced Swiss secondary schools, the analysis shows that digital initiatives are mainly legitimised through claims of pedagogical added value, but also in terms of efficiency and networking. The COVID‑19 pandemic is described as a major accelerator of these efforts. Schools with more ambitious digital policies tend to adopt a project‑oriented rationale, combining pedagogical arguments with industrial, market, and project-based justifications.

Book

Language(s): English

Abstract:
This book adopts an interactional pragmatics and multimodal approach to the study of im/politeness, offering unique insights for better understanding intercultural interactions in today’s globalised world. The volume explores face/identity and its relation to im/politeness, not only through language but through gestures as well. In addition, this study brings greater awareness to analyses of interactions with participants from different cultural backgrounds, specifically drawing upon data from authentic video-recorded interactions between Finnish and French speakers in both personal and professional contexts. Detailed analyses of interactional situations across different phases of life, from family meals to social interactions between students and friends to coaching at work, elucidate both the ways in which face/identity are co-constructed during interactions through an intercultural lens and offers new directions for its further study. This book will be of interest to students and scholars in pragmatics and intercultural communication.

Article / Journal

Language(s): Español

Abstract:
Revisión de alcance (PRISMA-ScR) de 84 documentos (2022–2024) que mapea competencias docentes emergentes para integrar IA generativa en contextos educativos latinoamericanos (educación básica y superior). Identifica cinco dimensiones interrelacionadas: técnico-operacionales (adaptación a infraestructuras limitadas), pedagógico-didácticas (contextualización cultural), ético-críticas (justicia epistémica), evaluativas (reconceptualización de la evaluación con IA) y colaborativas (comunidades de práctica). Señala barreras epistemológicas más allá de lo tecnológico y facilitadores como redes de apoyo y activismo pedagógico digital. Propone el framework COMPETIA-LAC que concibe competencias como prácticas colectivas y situadas entre docentes, tecnologías, estudiantes e instituciones.

Article / Journal

Language(s): Español

Abstract:
Este estudio, mediante una revisión de alcance (PRISMA-ScR) de 84 documentos (2022–2024), mapea competencias docentes emergentes para integrar IA generativa en contextos educativos latinoamericanos (educación básica y superior). Identifica cinco dimensiones interrelacionadas: técnico-operacionales (adaptación a infraestructuras limitadas), pedagógico-didácticas (contextualización cultural), ético-críticas (justicia epistémica), evaluativas (reconceptualización de la evaluación con IA) y colaborativas (comunidades de práctica). Señala barreras epistemológicas y tecnológicas, y facilitadores como redes de apoyo y activismo pedagógico digital. Propone el framework COMPETIA-LAC, que concibe competencias como prácticas colectivas y situadas entre docentes, tecnologías, estudiantes e instituciones.

Article / Journal

Language(s): English

Abstract:
Using Afrobarometer Round 6 (2014) data across African countries, this paper studies how Internet and social networks as information sources affect individuals’ understanding of democracy. It prioritizes open-ended responses (coded with ChatGPT) and leverages exogenous variation from lightning × 3G coverage disruptions to identify causal effects. Results show Internet/social-network reliance is, on average, associated with a negative bias in democratic understanding—distorting perceptions of free expression and corruption—while improving perceptions of electoral fairness. Effects are highly heterogeneous: negative biases prevail in high-censorship contexts, whereas Internet use improves democratic understanding in low-censorship environments. The study implies that Internet diffusion can either undermine or reinforce democratic preferences depending on media openness and censorship.

Article / Journal

Language(s): Español / Spanish

Abstract:
Este artículo analiza las percepciones de los profesionales de campaña sobre el impacto de los medios digitales en las elecciones en América Latina a partir de 54 entrevistas semiestructuradas realizadas entre 2020 y 2023. Los resultados se organizan en tres temas centrales: democratización, desinformación y segmentación. La democratización se asocia con la expansión de la voz y la participación ciudadanas, así como con un mayor equilibrio entre campañas. La desinformación ha pasado de ser un recurso estratégico a un factor disruptivo en el entorno electoral y el trabajo de campaña, y la segmentación se ha identificado como una tendencia estructural hacia la hiperpersonalización basada en algoritmos y Big data. El estudio aporta una perspectiva latinoamericana y la voz de un actor poco explorado en el debate sobre campañas digitales y democracia.

Article / Journal

Language(s): Français

Abstract:
Cet article analyse les mutations du roman à l’ère numérique, tant sur le plan formel que thématique. La diversification et l’évolution constante des supports technologiques favorisent l’émergence de nouvelles modalités de lecture et d’écriture, telles que les récits hypertextuels et interactifs, ainsi qu’une plus grande accessibilité des pratiques d’édition et de réception. Ces dispositifs participent à la réinvention du roman classique en l’adaptant aux goûts et aux habitudes de jeunes lecteurs fortement connectés. L’étude met en lumière le rôle des réseaux sociaux et des plateformes numériques dans l’essor du roman numérique, tout en soulignant les contraintes et les limites qui accompagnent ce développement.

Other publication

Abstract:
Despite their benefits, the integration of playful learning experiences in formal mathematics education is limited and faces important challenges. Preservice teachers are often more positive towards playful learning, but struggle with barriers like a lack of relevant resources. We explored how student teachers balanced learning goals and infrastructural constraints when collaboratively redesigning games for secondary mathematics classrooms in the context of an elective course on games and learning. We iteratively coded interview transcripts, lesson plans and posters and found that while some participants prioritized infrastructural constraints, others focused on pedagogical objectives, showcasing diverse approaches to designing playful learning experiences. Our findings highlight the importance of teacher education programs in fostering adaptive and resourceful design thinking and equipping educators to tailor innovative pedagogies to varied classroom contexts.

Book

Language(s): English

Abstract:
Lingua Ex Machina: AI, Multilingualism and Interculturality explores the evolving role of AI in shaping language, communication and intercultural encounters. The term ‘Lingua Ex Machina’ (literally ‘language from the machine’) encapsulates the paradox of AI acting as both a tool for bridging linguistic and intercultural divides, and a potential amplifier of inequalities. This edited volume brings together critical perspectives on the impact of AI on language diversity, translation, education and the production and dissemination of knowledge. From questioning whether AI is more than a sophisticated ‘parrot’ to examining its effects on minor languages and intercultural education communication and research, the contributors highlight both the promises and drawbacks of machine-mediated communication. They also urge readers to reflect on the future of language, advocating for a reflexive approach to technology that prioritises agency, diversity, and critical engagement. This interdisciplinary book is an essential read for students, scholars, and practitioners interested in multilingualism, intercultural communication education, and the implications of AI

Article / Journal

Language(s): Português

Abstract:
Estudo documental qualitativo (fev–jun/2025) que analisa a integração de tecnologias digitais nos currículos de formação inicial docente no Brasil e Uruguai a partir de 65 Projetos Pedagógicos de Curso. Mapeou presença de disciplinas sobre uso pedagógico de tecnologias e conteúdos emergentes (p. ex. IA), identificando iniciativas relevantes, distribuição desigual entre instituições e escassa articulação com políticas públicas. Propõe diretrizes para redesenho curricular que integrem criticamente tecnologias digitais e temas emergentes na formação de professores

Article / Journal

Language(s): English

Abstract:
There is an increasing scholarly and humanitarian interest in research involving older refugees, marking a notable departure from the historical marginalisation of this demographic within both academic literature, practice, and policy discourses. Despite this emerging focus, there remains a significant gap in the documentation and critical evaluation of methodological approaches tailored to the unique needs and experiences of older refugee populations. While our overarching study explored the social network and support experiences of 11 older African refugees in Calgary, Canada, through a participatory study, this paper presents methodological reflections and insights from the study. The research employed a combination of visual diagramming tools, including timelines and ecomaps, and oral storytelling to explore co-researchers’ migration journeys and evolving social support systems. We advance that these methods facilitated richer, more nuanced articulations of personal narratives, enabling co-researchers to visually and verbally map the complexities of their displacement experiences and their relational networks. We also critically examine the limitations of these approaches, particularly the challenges associated with interpretation and the potential dilution of narrative depth. This paper aims to inform future research design involving older refugees and similarly marginalised groups.

Article / Journal

Language(s): English

Abstract:
This bibliometric study (2001–2023) maps how empirical, cultural, and reflexive orientations in the sociology of education have shifted across the US, UK, and Taiwan. Findings: the US remains empirically dominant; the UK centers reflexive critique; Taiwan develops “translational knowledge” linking global theory to local agendas. The paper highlights how disciplinary power and meaning are reproduced and proposes new theoretical directions.

Chapter

Language(s): English

Abstract:
This chapter examines how K–12 students collaborate in networked learning environments, focusing on an online camp using Minecraft Education Edition (M:EE). Framed by shifts toward digitally mediated, collaborative learning after COVID-19, it links networked learning to globally relevant competencies, especially collaboration as a foundation for learning “with and from others” in physical and virtual spaces. Using the first, exploratory phase of a Design-Based Research (DBR) study, the authors investigate what collaboration skills and strategies different groups of students bring into a one‑week online camp. Understanding these existing practices is presented as essential for designing appropriate scaffolding to support collaboration when M:EE and similar platforms are used in formal classroom settings

Book

Language(s): English

Abstract:
The book collects revised chapters from NLC2024 that together develop “networked learning” as a pedagogy of hope in times of rapid and often troubling change. Across the chapters, authors examine how digitally mediated learning networks are designed, experienced, and researched in higher and adult education, professional and community contexts. Empirical and theoretical contributions address issues such as collaboration and participation in online and hybrid environments, critical digital literacies, equity and inclusion, care and wellbeing, and the politics of platforms and data. Many chapters confront dominant crisis and dystopian narratives around technology, work, and the planet, while foregrounding concrete examples of relationships, practices, and designs that open up more just, sustainable, and inclusive educational futures.