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Toward an Integrated Framework for Understanding and Guiding Human-AI Collaboration in Secondary School EFL Teaching

Siyuan Yang, Baohua Su, Xixi Yang

2025, 7(4): 36-44. doi: 10.61414/y569v827

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Balancing Empowerment and Discipline: A Study of the Normative Framework for the Use of Artificial Intelligence Tools by University Faculty and Students

Chun Fu, Linjie Xu, Ruiheng Fang, Feng Wang, Yanran Wang, Shiwei Hu

2025, 7(4): 26-35. doi: 10.61414/74rkd239

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Facilitator or barrier? A systematic review on the relationship between Artificial Intelligence technologies and the development of critical thinking skills

Haoming Lin, Wei Wei, Handan Lu

2025, 7(2): 11-24. doi: 10.61414/f2ah8r08

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Rethinking Authorship in the Age of AI: Reflections on the AI-Integrated Writing Framework (AWAI)

Chunyi Zhao

2025, 7(2): 25-38. doi: 10.61414/h2a5bt21

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The “Three Boards” Empower the Teaching Design of General Artificial Intelligence Education

Xian Zeng, Wei Xu, Tongbang Wang

2025, 7(2): 81-87. doi: 10.61414/hmfzwy28

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The Relationship Between Problem Features and Algorithm Evaluation Methods in Artificial Intelligence

Hao Wu, Tongbang Wang, Xinguo Yu

2025, 7(1): 30-38. doi: 10.61414/tt7a3j45

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Using Generative Artificial Intelligence to Support EFL Students’ Writing Proficiency in University in China.

Yvonne Marie Tiandem-Adamou

2024, 6(4)doi: 10.61414/jeti.v6i4.213

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智能时代教师情感教育的遮迷与重构: The Mystery and Reconstruction of Teachers' Emotional Education in The Age of Artificial Intelligence

Zhi Yu

2023, 5(3)doi: 10.61414/jeti.v5i3.137

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人工智能时代教师教育机构组织变革的现实困境与路径选择

Gang Li, Jing Sun

2022, 2(1)doi: 10.61414/jeti.v2i1.41

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