Education, Media Literacy and Learning in the Age of Artificial Intelligence

2026-03-16

Education, Media Literacy and Learning in the Age of Artificial Intelligence

Guest Editors

Dr Carmen Marta Lazo, University of Zaragoza
Dr Cristina Inmaculada Paredes Serrano, Complutense University of Madrid
Dr Flavia Gomes Franco e Silva, Rey Juan Carlos University

The rapid incorporation of artificial intelligence into contemporary digital ecosystems is generating profound transformations in educational systems, in teaching and learning practices, and in the conceptual frameworks through which media literacy is understood. Over recent decades, the digitalisation of educational environments has fostered new forms of access to knowledge, pedagogical interaction and content production. However, the recent expansion of artificial intelligence systems—particularly those based on machine learning, natural language processing and generative models—marks a new phase in this evolution, characterised by the automation of cognitive processes, the personalisation of learning and the increasing integration between humans and intelligent systems.

In this context, artificial intelligence should not be understood solely as a technological tool serving educational purposes, but also as a mediating agent in the processes of knowledge construction. Algorithmic systems are increasingly involved in the organisation of information, the production of educational content and the interaction between students, teachers and digital environments. This phenomenon raises fundamental questions regarding the competencies required to function in a society mediated by artificial intelligence, as well as the role that educational institutions should play in fostering citizens who are critical, creative and capable of interpreting the technological systems that structure contemporary social life.

The growing presence of artificial intelligence in higher education is giving rise to new pedagogical dynamics and to the emergence of innovative methodologies that combine digital tools, immersive environments and active learning strategies. Technologies such as virtual and augmented reality, learning analytics systems, gamification and automated content generation models are expanding the possibilities for educational experimentation, enabling more interactive, personalised and collaborative forms of learning. At the same time, these developments require critical reflection on the limits, risks and challenges associated with the use of algorithmic technologies in educational contexts.

One of the areas in which these transformations are particularly significant is media and digital literacy. In a culture characterised by information abundance, accelerated content circulation and the increasing presence of automated systems for generating and selecting information, it is essential to develop competencies that allow individuals to understand how algorithms operate, critically evaluate information sources and recognise the mechanisms of disinformation that function within digital environments. In this regard, artificial intelligence literacy emerges as a central component of contemporary education, integrating technical skills, critical capacities and ethical knowledge necessary for interacting with increasingly complex technologies.

Artificial intelligence also opens new opportunities for the development of inclusive and accessible educational models capable of adapting to the diverse needs of learners. The use of intelligent systems for personalised learning, the application of approaches such as Universal Design for Learning (UDL), and the development of support tools based on data analytics can contribute to the creation of more equitable educational environments. Nevertheless, these same technologies also raise important challenges related to data protection, algorithmic transparency and the reproduction of biases within automated systems.

Within this framework, the present special issue seeks to explore the multiple dimensions that shape the relationship between artificial intelligence, education and media literacy. Its objective is to analyse how algorithmic technologies are transforming pedagogical methodologies, educational practices and the processes of knowledge production and circulation. It also aims to examine the role of education in developing the critical competencies necessary to understand and participate in societies increasingly mediated by intelligent systems.

Submissions to this special issue should address these issues from a variety of theoretical and methodological perspectives, including communication studies, digital pedagogy, media literacy, educational innovation and artificial intelligence studies. Through these approaches, the issue seeks to contribute to a broader understanding of the opportunities and tensions emerging at the intersection of intelligent technologies, educational practices and digital culture.

Ultimately, this special issue invites reflection on the future of education within a context characterised by the growing presence of algorithmic systems and emerging technologies. Understanding how artificial intelligence reshapes learning processes, forms of knowledge mediation and the competencies required for digital citizenship constitutes a crucial step towards designing educational models capable of responding to the challenges of the twenty-first century.

Proposed Topics