Artificial Intelligence and Editorial Policies of Educational Journals: Tensions in Educational Research
DOI:
https://doi.org/10.18861/cied.2026.17.1.4183Keywords:
education, artificial intelligence, educational journals, editorial policies, educational researchAbstract
Since its emergence in the educational field, Artificial Intelligence has posed numerous, complex, and evolving challenges. The most visible—and thus the most frequently addressed by the research community—are those related to the application of AI tools in educational processes. But there are others. The increasingly widespread use of AI technologies to conduct research, and to prepare documents that report on such research, such as academic articles, presents complex situations for both researchers and those responsible for ensuring the quality and originality of manuscripts submitted for publication. In education, this not only entails technical and editorial reconfigurations but also significant theoretical and methodological shifts in research processes. From a qualitative perspective, this study brings together the rules and guidelines concerning the use of AI from a selection of educational journals worldwide, and connects them with core issues in educational research. The main finding is that the editorial policies analyzed reveal gaps and uncertainties regarding key aspects of AI use in academic research and publishing in education.
Downloads
References
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge.
Dowling, M., & Lucey, B. (2023). ChatGPT for (Finance) research: The bananarama conjecture. Finance Research Letters, 53. https://doi.org/10.1016/j.frl.2023.103662
Farrokhnia, M., Banihashem, S., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
Forero-Corba, W., & Negre, F. (2024). Techniques and applications of Machine Learning and Artificial Intelligence in education: a systematic review. Revista Iberoamericana de Educación a Distancia, 27(1), 209-253.
Gao, J., Zhao, H., Yu, C., & Xu, R. (2023). Exploring the Feasibility of ChatGPT for Event Extraction. ArXiv. https://doi.org/10.48550/arXiv.2303.03836
Gunturiz, M., Castro, C., & Chaparro, P. (2020). Importancia, definición y conflictos de la autoría en publicaciones científicas. Revista Bioética, 18(1). 10-16. https://doi.org/10.1590/1983-80422020281361
Krumsvik, R. (2024). A theoretical shift in educational research? Nordic Journal of Digital Literacy, 19(3), 122-125. https://doi.org/10.18261/njdl.19.3.1
Lancaster, T. (2023). Artificial Intelligence, text generation tools and ChatGPT – does digital watermarking offer a solution? International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00131-6
Machin-Mastromatteo, J. (2023). Implicaciones y políticas editoriales de la inteligencia artificial. Revista Estudios de la Información, 1(2), 123-133. https://doi.org/10.54167/rei.v1i2.1448
Newman, M., & Gough, D. (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. En O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond & K. Buntins (Eds.), Systematic Reviews in Educational Research (pp. 3-22). Springer.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO] (2021). Inteligencia artificial y educación. Guía para las personas a cargo de formular políticas.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO] (2024). Guía para el uso de IA generativa en educación e investigación.
Orton-Johnson, K. (2010). Ethics in online research: evaluating the ESRC Framework for Research Ethics categorisation of risk. Sociological Research Online, 15(4). https://doi.org/10.5153/sro.2261
Sarochar, J. (2025a). Mapeo de publicaciones académicas sobre Inteligencia Artificial y Educación en Uruguay. Revista Sudamericana De Educación, Universidad y Sociedad, 13(1), 39–63. https://doi.org/10.48163/rseus.2025.13139-63
Sarochar, J. (2025b). Propuesta de categorización de investigaciones sobre y aplicaciones de inteligencia artificial en educación. Cuadernos de Investigación Educativa, 16(1). https://doi.org/10.18861/cied.2025.16.1.3955
SCImago (2025). SJR - Revista SCImago y Ranking por País. http://www.scimagojr.com
Seth, I., Bulloch, G., & Hin, C. (2023). Redefining Academic Integrity, Authorship, and Innovation: The Impact of ChatGPT on Surgical Research. Annals of Surgical Oncology, 30. https://doi.org/10.1245/s10434-023-13642-w
Tang, G., & Eaton, S. (2023). A rapid investigation of artificial intelligence generated content footprints in scholarly publications. Research Square. https://doi.org/10.21203/rs.3.rs-3253789/v1
Wiese, L., Patil, I., Schiff, D., & Magana, A. (2025). AI ethics education: A systematic literature review. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2025.100405
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Springer.
