Open Books and Proceedings : Announcements

CALL FOR BOOK CHAPTERS

Fri, 10 Jan 2025 20:11:57 +0200

Book Title: Artificial Intelligence and Postgraduate Supervision in Higher Education

Editors:

Prof. Israel Kariyana
ikariyana@wsu.ac.za
Department of Continuing Professional Teacher Development
Faculty of Education
Walter Sisulu University
Republic of South Africa

Prof. Winter Sinkala
wsinkala@wsu.ac.za
Department of Mathematical Sciences and Computing
Faculty of Natural Sciences
Walter Sisulu University
Republic of South Africa

Background

The rapid evolution of artificial intelligence (AI) is reshaping higher education, particularly the postgraduate supervision landscape. Traditional mentorship models, rooted in human interaction and the gradual nurturing of intellectual autonomy, are being challenged by AI technologies that promise to enhance efficiency, automate routine tasks, and generate academic outputs. AI-powered tools such as ChatGPT, Grammarly, and automated data analysis software now offer students unprecedented support in drafting proposals, analysing data, and even producing well-structured academic papers (Bond et al., 2024). While these advancements hold transformative potential, they also present existential questions regarding the role of supervisors in a technology-driven ecosystem. Supervisors must grapple with how to preserve the core values of mentorship—such as fostering critical thinking, creativity, and ethical inquiry—when students increasingly rely on AI-driven shortcuts and automated outputs. As such, the rise of AI poses both challenges and opportunities for redefining postgraduate supervision in ways that reflect the complexities of the digital age (Crompton & Burke, 2023).

Research on AI in higher education has proliferated in recent years, highlighting its capabilities and limitations. Bond et al. (2024) conducted a systematic review of AI applications in education, emphasising ethical considerations and the need for transparency in AI deployment. Similarly, Omodan and Marongwe (2024) explored the role of AI in decolonising academic writing, demonstrating how AI tools can democratise knowledge production and promote inclusivity in research practices. Other studies, such as those by Marengo and Pange (2024) and Luckin (2023), examined AI's ability to personalise learning, improve feedback mechanisms, and facilitate administrative tasks in higher education. These studies collectively underline AI's potential to revolutionise the teaching and learning process. However, much of the existing literature has focused on AI's impact on teaching and assessment, leaving the domain of postgraduate supervision relatively underexplored. As AI continues to advance, it is imperative to examine its influence on supervision dynamics, academic integrity, and the cultivation of intellectual independence.

Thus, despite these advancements, there remains a critical gap in our understanding of AI's implications for postgraduate supervision. While scholars have analysed AI's role in supporting general learning processes, little attention has been paid to how it affects the mentor-mentee relationship, particularly in contexts requiring deep critical engagement and sustained intellectual inquiry. The hierarchical mentor-apprentice model, which has long-defined postgraduate supervision, faces disruption as AI tools increasingly mediate the research process. This disruption raises questions about academic identity, authority, and the preservation of disciplinary rigour (Marengo & Pange, 2024). Moreover, concerns about AI-induced plagiarism, ethical breaches, and over-reliance on automation underscore the need for new frameworks to guide supervisors in navigating these complexities. The challenge lies in balancing AI's efficiencies with the human elements of supervision—empathy, intuition, and the capacity to inspire original thought. Addressing these questions requires a nuanced approach that recognises both the risks and the opportunities AI presents.

Based on this lacuna, scholars, educators, and practitioners are invited to contribute to this critical conversation by submitting papers that address the intersection of AI and postgraduate supervision. Submissions may include theoretical explorations, empirical studies, case analyses, and practical frameworks that advance our understanding of AI's role in reshaping supervision practices. Key areas of interest include but are not limited to:

AI's impact on the mentor-mentee relationship and supervision dynamics.
Strategies for fostering critical thinking, creativity, and intellectual curiosity in AI-enhanced environments.
Ethical considerations in AI-mediated postgraduate supervision.
Case studies illustrating effective integration of AI tools in supervision practices.
The implications of AI for academic identity, knowledge production, and intellectual autonomy.
Frameworks for balancing AI-driven efficiencies with human-centred mentoring practices.
Addressing power dynamics and equity issues in AI-mediated supervision.

When these themes and many more as may be proposed by the authors are addressed, the edited volume hopes to fill the current gap in the literature and provide actionable insights for supervisors navigating the challenges and opportunities of AI in postgraduate education. Contributions should seek to illuminate pathways for reimagining supervision practices that preserve the human essence of mentorship while leveraging AI's transformative capabilities. This book will serve as a vital resource for educators, policymakers, and researchers seeking to redefine postgraduate supervision for the digital era.

SUBMISSION PROCESS

Prospective contributors are invited to submit abstracts to the book editors at ikariyana@wsu.ac.za, wsinkala@wsu.ac.za and airkariyana1@gmail.com and copy Publisher@errcd.com using the subject line “AI and Postgraduate Supervision.”

ABSTRACTS FOR CHAPTERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Should clearly outline the focus, methodology, and significance of the chapter
Not more than five keywords

TIMEFRAME (January 2025–August 2025)

Abstract submission begins on January 9th and ends on February 28th, 2025.
Abstracts are accepted or rejected within 14 days after submission, and if accepted, you will be required to submit your full article via the publishers’ online submission system, which will be provided alongside the abstract acceptance letter.
The guidelines for the full chapters will be provided alongside the abstract acceptance letter. However, the length of the full chapter is between 4000 to 7000 words, including references. APA 7^th Edition citation, formatting, and referencing style applies.
A similarity index of 10% or less is required for an abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will undergo screening using Turnitin software.

PUBLICATION TIMELINES

Call for chapters start date: 9 January 2025
Abstract submission deadline: 28 February 2025
Abstract review and notification deadline: 14 March 2025
Full chapter submission deadline: 30 April 2025
Revised chapter deadline: 30 June 2025
Final publication date: 31 August 2025

PUBLICATION MODE

The book will be published as an open-access resource, available both in hard copy and online versions. Each chapter within the book will have its own Digital Object Identifier (DOI) and will be accessible and linkable to author’s Profiles online.

EDITORS’ PROFILES

Israel KARIYANA is an Associate Professor of Education Management at the Department of Continuing Professional Teacher Development, Faculty of Education, Walter Sisulu University (WSU), South Africa. He is an interdisciplinary researcher with research interests spanning education management, mathematics education, educational technologies, and business administration. His doctoral degree in education management navigates advancing education quality through a strategic management interface. His research delves into developing competent graduates in basic and higher education, focusing on enhancing classroom practices across the education sector and promoting competence at management levels from basic to higher education. The research also explores transitioning from traditional to contemporary practices, from teaching and learning to postgraduate supervision. He has commendable postgraduate supervision experience and a track record of article publication in accredited Journals, conference proceedings and book chapters. He is involved in joint transnational and inter-university doctoral student supervision projects. He serves in various departmental and faculty positions and is the founder and coordinator of the Mathematics Apex Academy (MAA) and the MAA Inter-School Mathematics Olympiad Competition (2016–current) at the basic education level and the Domain of Emerging Researcher Excellence (2022–current) at the higher education level. He is the Project Leader of the University Capacity Development Grant (UCDG) Activity 5, has reviewed articles for several journals, and is a member of the South African Education Research Association (SAERA), the South African Association of PhDs (SAAPhDs), and the LEAD Academic Network.

Winter SINKALA is an Associate Professor of Applied Mathematics in the Department of Mathematical Sciences and Computing at Walter Sisulu University, South Africa. Holding a PhD in Mathematics from the University of KwaZulu-Natal, he specialises in Lie Group Analysis of Differential Equations, using symmetry methods to study ordinary and partial differential equations. Prof. Sinkala has published widely in his field and has presented his research at numerous national and international conferences. Throughout his career, he has held leadership roles, including Head of Department and Acting Director of Postgraduate Studies, and has supervised numerous BSc Honours, MSc, and PhD students. With a keen interest in mathematics education, he actively explores innovative approaches, including the integration of artificial intelligence in teaching and research. Prof. Sinkala has served as an external examiner for universities in Southern Africa and is an active reviewer for academic journals. He is a member of the Southern Africa Mathematical Sciences Association (SAMSA).

References

Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., & Siemens, G. (2024). A meta-systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, 1-41. https://doi.org/10.1186/s41239-023-00436-z

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, 1–22. https://doi.org/10.1186/s41239-023-00392-8

Luckin, R. (2024). Nurturing human intelligence in the age of AI: Rethinking education for the future. Development and Learning in Organizations: An International Journal, 1–4. http://dx.doi.org/10.1108/DLO-04-2024-0108

Marengo, A., & Pange, P. J. (2024). Envisioning general AI in higher education: Transforming learning paradigms and pedagogies. In D. Guralnick, M. E. Auer, & A. Poce (Eds.), Creative approaches to technology-enhanced learning for the workplace and higher education (Vol. 1150). Springer. https://doi.org/10.1007/978-3-031-72430-5_28

Omodan, B. I., & Marongwe, N. (2024). The role of artificial intelligence in decolonising academic writing for inclusive knowledge production. Interdisciplinary Journal of Education Research, 6(s1), 1-14. https://doi.org/10.38140/ijer-2024.vol6.s1.06

CALL FOR BOOK CHAPTERS

Thu, 01 Aug 2024 07:36:45 +0200

Book Title: Building the Foundations: Effective and Equitable Approaches in Mathematics Teacher Preparation

Book Editor:

Babawande E. Olawale (PhD)
bolawale@ufh.ac.za and beolawale@outlook.com
School of Further and Continuing Education
Faculty of Education
University of Fort Hare
Republic of South Africa

BACKGROUND

Teacher preparation programmes play a crucial role in shaping the knowledge, skills, and attitudes of prospective mathematics teachers. However, there is considerable variation in the methods employed to train these educators (Prestigiacomo et al., 2020; Olawale, 2022; Khasawneh, 2023; Blundell et al., 2023; Olawale, 2024a), giving rise to concerns about the effectiveness and fairness of these programmes. Although extensive research has been conducted on teacher preparation in general (Darling-Hammond, 2020; Tankiz & Uslu, 2023), the specific field of mathematics education remains relatively unexplored. Furthermore, existing research provides some insights into the overall impact of teacher preparation programmes on student outcomes (Boyd et al., 2009; Olawale, 2024b), but there is limited information on how different programme components, such as coursework, field experiences, forms of assessments and mentorship, contribute to teachers' development and readiness to teach mathematics.

Moreover, there is a gap in the literature regarding the incorporation of cultural competence and diversity training in teacher preparation programs. It is essential to investigate how these programmes integrate culturally responsive teaching practices, address implicit biases, and promote equity and social justice in mathematics education. Understanding how these elements affect the effectiveness of pre-service teachers in diverse classrooms is of utmost importance.

To address these gaps, the book will offer a comprehensive overview of diverse approaches to teacher preparation programmes in mathematics. Educators, researchers, and policymakers are invited to submit abstracts examining innovative approaches to mathematics teacher preparation. This book aims to present current research, best practices, and promising innovations in the realm of mathematics teacher education.

Therefore, the editor welcomes empirical research, conceptual and theoretical contributions, and review papers. The book seeks to deepen our understanding of how to effectively equip mathematics teachers to meet the diverse needs of their students and contribute to the advancement of the field of mathematics education.

SUBMISSION PROCESS

Prospective contributors are invited to submit abstracts to the book editor at bolawale@ufh.ac.za and beolawale@outlook.com and copy Publisher@errcd.com using the subject line “Mathematics Teacher Preparation.”

ABSTRACTS FOR CHAPTERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Should clearly outline the focus, methodology, and significance of the chapter
Five keywords

TIMEFRAME (July 23^rd, 2024–April 30^th, 2025)

Abstract submission begins on July 23 and ends on August 30 2024.
Abstracts are accepted or rejected within five days after the deadlines, and if accepted, you will be required to submit your full article via the publishers’ online submission system, which will be provided alongside the abstract acceptance letter.
The guidelines for the full chapters will be provided alongside the abstract acceptance letter. However, the length of the full chapter is between 4000 to 7000 words, including references. APA 7^th Edition citation, formatting, and referencing style applies.
A similarity index of 10% or less is required for an abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will undergo screening using Turnitin software.

PUBLICATION TIMELINES

Abstracts submission deadline: August 30, 2024
Abstracts review and notification: September 15, 2024
Deadlines for the full chapter: November 30, 2024
Deadlines for review reports: January 30, 2025
Revised chapter submission deadline: February 30, 2025
Publication date: April 30, 2025

PUBLICATION MODE

The book will be published as an open access resource, available both in hard copy and online. Each chapter within the book will have its own Digital Object Identifier (DOI) and will be accessible online.

EDITOR’S PROFILE

Babawande Emmanuel OLAWALE is an esteemed researcher and educator specialising in mathematics education at the School of Further and Continuing Education (SFCE), Faculty of Education, University of Fort Hare, South Africa. He obtained a PhD in Education with a focus on mathematics education from the University of Fort Hare. His research delves into the intricacies of teaching and learning mathematics, with a particular emphasis on the training of mathematics teachers and the integration of ethnomathematical perspectives. In the domain of mathematics teacher preparation, his work examines the enhancement of teachers' mathematical knowledge, pedagogical beliefs, and classroom practices. His research contributes to the development of teacher education programmes that cultivate reflective and effective mathematics educators. Over the past five years, he has published more than 40 articles and book chapters in accredited journals. Currently, he holds the position of Acting Research Coordinator in the School of Further and Continuing Education (SFCE) at the University of Fort Hare. He serves as an editor for the Journal of Matematika dan Pembelajaran at Institut Agama Islam Negeri, Indonesia. Additionally, he is an active reviewer for reputable journals such as the South African Journal of Education (SAJE), Perspective in Education (PiE), and Cogent Education (Taylor & Francis). He is an active member of esteemed scientific associations, including the South African Education Research Association (SAERA), the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), and the Mathematics Association of Nigeria (MAN). His dedication to excellence in teaching and research has garnered him commendations and recognition within the field.

REFERENCES

Blundell, C. N., Mukherjee, M., & Nykvist, S. (2023). Exploring contradictions in pre-service teachers' feedback about inquiry-based collaborative learning. Action in Teacher Education, 45(4), 337-354. https://doi.org/10.1080/01626620.2023.2251420

Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440. https://doi.org/10.3102/0162373709353129

Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464

Khasawneh, Y. J. A. (2023). An investigation of pre-service teacher preparation programs in teacher education and Co-teaching models. Information Sciences Letters, 12(7), 2849-2857. https://doi.org/10.18576/isl/120714

Olawale, B. (2024a). Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers. Journal of Learning and Teaching in Digital Age, 9(2), 55–63. https://doi.org/10.53850/joltida.1359772

Olawale, B. E. (2022). Democratic citizenship in mathematics teacher preparation in South African universities: Contradictions in theory and practice. International Journal of Pedagogy and Teacher Education, 6(2), 126-139. https://doi.org/10.20961/ijpte.v6i2.61574

Olawale, B. E. (2024b). Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers' Teaching Practices during School Experiences. Education Sciences, 14(7), 762. https://doi.org/10.3390/educsci14070762

Prestigiacomo, R., Hunter, J., Knight, S., Martinez-Maldonado, R., & Lockyer, L. (2020). Data in practice: A participatory approach to understanding pre-service teachers' perspectives. Australasian Journal of Educational Technology, 36(6), 107-119.

Tankiz, E., & Atman Uslu, N. (2023). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, 28(4), 1515-1537. https://doi.org/10.1007/s10758-022-09593-y