AI in Learning  seeks new tools and practices how Artificial intelligence (AI) can promote equity and quality of learning locally and globally and how AI-based environments can support life-long learning in schools and in working life as well. The main aim of the project is to create new knowledge about human-machine interaction and how to develop new AI-related tools.


Some publications of the project members related to the project topic:

Kousa, P. & Niemi, H. (2020). AI ethics and learning – educational technology companies’ challenges and solutions. Technology, Pedagogy and Education. (Submitted)

Kousa, P. & Niemi, H. (2020). Ethical issues of AI in learning in school context. Paper presentation. TEPE (Teacher Education Policy in Europe) Annual Conference 14.5.2020.

Niemi, H. (2020). Artificial intelligence for the common good. In Humanist Futures: Perspectives from UNESCO Chairs and UNITWIN Networks on the futures of education. (pp. 148-152). Paris: Ediciones UNESCO. Humanistic futures of learning: Perspectives from UNESCO Chairs and UNITWIN Networks. Les futurs humanistes de l’apprentissage : Perspectives des chaires UNESCO et des réseaux UNITWIN  

Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352-369.

Niemi, H. & Kousa, P. (2020). Overcoming global learning crises – a Finnish Case of policies and tools for sustainable education with equity and quality. Paper presentation. TEPE (Teacher Education Policy in Europe) Annual Conference 14.5.2020

Hannele Niemi: Invited a Co-editor for Journal of Pacific Rim Psychology, the special issue AI in Learning, 2021.

Salmela-Aro, K. (2020). The role of motivation and academic wellbeing – the transition from secondary to further education in STEM in Finland. European Review, 1-14.

Salmela-Aro, K. & Upadyaya, K. (2020). School engagement and school burnout profiles during high school – the role of socio-emotional skills. European Journal of Developmental Psychology.

Salmela-Aro, K., Upadyaya, k., Cumsille, P., Lavonen, J., Avalos, B., Eccles, J. (2020) Momentary task-expectancies, values, and costs predict engagement in science among Finnish and Chilean secondary school students. International Journal of Psychology.

Salmela-Aro, K., Tang, X., Symonds, J., Upadyaya, K. (2020). Academic Engagement in Adolescence: A review 2010-20. Journal of Research on Adolescence. (Submitted in May; Now in the status of revise and re-submit). 

Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of youth and adolescence, 48(5), 850-863. 

Tang, X., Upadyaya, K., & Salmela-Aro, K. (2020). Long-term Passion and Perseverance Protect Adolescents from Burnout: Resilient Role of Grit in Well-Being. Conditionally accepted by Journal of Adolescence.  DOI: 10.13140/RG.2.2.13749.22242 

Tang, X. & Salmela-Aro, K. (2020). The Prospective Role of Epistemic Curiosity in National Standardized Test Performance. Learning and Individual Differences. (Submitted in June) 

Tang, X., Guo, J., Wang, M. T., Parada, F., & Salmela-Aro, K. (2020). Putting goal back to the grit: Academic goal commitment, grit and academic achievement. Journal of Youth and Adolescence. (Submitted in July; Now in the status of revise and re-submit). 

Tuovinen, S., Tang, X. & Salmela-Aro, K. (2020). Introverted but socially engaged in school learning: The interaction between introversion and social engagement and its role in well-being. Frontiers in Psychology. (Submitted in August) 

Upadyaya, K. & Salmela-Aro, K. (2020). Social demands and resources predict job burnout and engagement profiles among Finnish employees. Anxiety, Stress, & Coping, 1-13.