Current Issue
Vol. 14 No. 2 (2026): Educators’ Digital Competence in the Age of Artificial Intelligence: Reconfigurations of Pedagogical Practice
Guest editors
Cassio Santos [Instituto Politécnico de Santarém, Pólo de Literacia Digital e Inclusão Social, Portugal], Ilka Serra [Universidade Estadual do Maranhão, Brazil], Neuza Pedro [UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal], and Francesc Esteve-Mon [Universitat Jaume I, Institut Universitari de Ciències de l'Educació, Spain]
This Sisyphus special issue presents research involving fundamentals, methodologies, and analyses of experiences that articulate the integration of Artificial Intelligence (AI)—particularly Generative AI- with the development of digital teaching competences in educational contexts, from a critical, ethical, and pedagogically grounded perspective, and based on the reconfiguration of teaching practices. It consists of 9 articles from Portugal, Spain, Brazil, Angola, Nigeria, and Peru. This provides a diversity of contexts, approaches, participants, and practices addressed under multiple dimensions (institutional, pedagogical, ethical, cognitive, etc.), with emphasis on Generative AI, teacher perceptions, AI literacy, curricular innovation, and the ethical challenges of digital education. It is expected that these texts contribute to the advancement of knowledge and raise new research questions.
Published:
2026-06-30
Introduction
Articles
Other articles
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Sisyphus — Journal of Education aims to be a place for debate on political, social, economic, cultural, historical, curricular and organizational aspects of education. It pursues an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
The journal publishes papers displaying original researches—theoretical studies and empirical analyses—and expressing a wide variety of methods, in order to encourage the submission of both innovative and provocative work based on different orientations, including political ones. Consequently, it does not stand by any particular paradigm; on the contrary, it seeks to promote the possibility of multiple approaches. However, Sisyphus seeks contributions within the framework of two main research lines: Education XXI and Change Forces in Education.
editorial team | contact | submission guidelines | ethics statement | 2025 reviewers | IE-ULisboa [publisher]
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