The future of professional capital in the age of AI: policy and practice in teacher education

From Competency to Agency: Teachers' Views of the Purposes of AI Education

This study presents an abductive analysis of interview data from 13 Finnish teachers involved in national AI education development projects and conceptualises a potential synergy between the domains where students' self‐determined, informed engagement with AI is placed at the centre of educational efforts in AI education.

Posthuman Learning in the Age of AI: Rethinking Agency, Knowledge, and Policy in Architectural Education

Architectural education is being reshaped as Artificial Intelligence (AI) challenges human-centered conceptions of creativity, authorship, and knowledge production. However, current discussions on AI-supported architectural education remain largely focused on tool adoption, productivity, creativity, and student perception, while the policy implications of AI for curriculum design, studio governance, assessment, educator training, and ethical accountability remain underdeveloped. Addressing this gap, the study develops a policy-oriented posthuman framework for interpreting AI integration in architectural pedagogy and translating it into responsible design education principles. The study adopts a two-stage review design that combines a conceptual framing review of posthuman pedagogy with a systematic synthesis of empirical and pedagogical studies on AI, computational design, and architectural education published between 2010 and 2025. The review identifies three interrelated dimensions of AI-supported posthuman learning: distributed agency, in which design intelligence is shared across students, educators, AI systems, datasets, interfaces, materials, and studio environments; situated knowing, in which AI becomes pedagogically meaningful only when embedded in reflective, material, and context-sensitive design inquiry; and ethical entanglement, in which authorship, bias, accountability, originality, dependency, and environmental responsibility become core educational concerns. Based on these findings, the paper proposes ecological intelligence as a design education policy principle: the capacity to think, design, evaluate, and act responsibly within interconnected human, technological, material, environmental, and institutional systems. The contribution of the study is twofold. First, it clarifies the theoretical relevance of posthuman pedagogy for AI-supported architectural education. Second, it translates this theoretical perspective into a policy-oriented pedagogical framework that can inform curriculum development, studio pedagogy, assessment criteria, and ethical governance in architectural education.

Reconceptualizing professional capital: from human, social, and decisional to digital-adaptive in principals' leadership in the AI era

The rapid evolution of artificial intelligence (AI) is transforming education and creating new challenges for school leadership. The purpose of this study is to examine how principals' leadership for AI adoption has been represented in recent scholarship and to reconceptualize the framework of professional capital in light of these developments. Methodologically, the study adheres to the PRISMA 2020 Guidelines to conduct a systematic review of 37 peer-reviewed articles published up to July 2025. Data were extracted and synthesized using a framework-based coding process guided by Hargreaves and Fullan's (2015) concept of professional capital. Studies were coded deductively into human, social, and decisional capital, with inductive analysis identifying new themes specific to the AI era. The findings reveal that all three capitals remain central but are being reshaped. Human capital now encompasses AI literacy, techno-ethical knowledge, and continuous learning. Social capital extends beyond school communities to include partnerships with technology providers, policymakers, and parents. Decisional capital is increasingly defined by human-in-the-loop oversight, algorithmic judgment, and adaptive contextualization. These transformations suggest that professional capital in the AI era is no longer static but is instead integrative and future-oriented. The study's originality lies in proposing the concept of digital-adaptive capital, an emergent meta-capacity that combines technological fluency, ethical discretion, and adaptive responsiveness. This reconceptualization extends professional capital theory and offers a framework for preparing and supporting principals to lead schools through conditions of continual technological change.

Teaching in the Age of AI: Vietnamese Teachers Reframing Identity and Practice

Emerging Trends and Discourses on Artificial Intelligence in Education: Its Promises and Pedagogical Implications

This study explored the emerging trends, current practices, challenges, and pedagogical implications of Artificial Intelligence in Education (AIEd) in the Division of Oroquieta City during the School Year 2025- 2026. Employing a descriptive qualitative research design, data were gathered from purposively selected public secondary school teachers through an adapted questionnaire, interviews, and document analysis. The findings revealed that AI is increasingly used as a teaching and learning support tool for lesson planning, assessment, student engagement, and administrative tasks, contributing to improved efficiency and personalized learning. However, challenges such as limited infrastructure, unequal access to technology, capacity and skills gaps, ethical and academic integrity concerns, and resistance to AI adoption persist. The study further indicated that AI integration transforms the teacher's role toward facilitation and mentoring while highlighting the need to strengthen learner-centered approaches, critical thinking, and digital literacy. Overall, the study underscores the importance of institutional readiness, professional development, and clear policy frameworks to ensure ethical, equitable, and sustainable AI integration in education.

Educational leadership in the age of artificial intelligence: The moral compass in the machine

This conceptual paper argues that traditional technology governance models are insufficient and that leaders must develop an augmented moral compass to navigate algorithmic decision-making, data governance, and equity and proposes an original Moral Compass Model.