Mid Sweden University

Lifelong learning plays a crucial role in both personal development and societal advancement. By continually enhancing their skills, individuals can better adapt to change and contribute to progress. In this regard, artificial intelligence (AI) supports lifelong learning by enabling personalised learning experiences, increasing accessibility, and fostering continuous education. This study examines existing research on AI’s role in supporting lifelong learning, with a focus on personalised education, skill development, and the reduction of learning gaps across educational stages. A systematic literature review was carried out following the guidelines established to examine the evolving contributions of AI to the development and support of lifelong learning practices. This study follows the standards outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Articles relevant to the study’s objectives were identified through a systematic search of the Scopus database, limited to English-language publications in the field of social sciences over the past ten years. The search strategy employed the following string: (“Artificial Intelligence” OR “AI”) AND (“Lifelong learning” OR “continu* education”) AND (“personali* learning” OR “skill* development”). This process yielded a total of 14 selected studies, from which three themes were identified through thematic analysis: 1) perspectives shaping AI in lifelong learning, 2) benefits of AI tools in education, and 3) AI’s potential for optimising and transforming learning. Findings show that diverse perspectives, along with social and cultural factors, shape the design and effectiveness of AI in lifelong learning. Various AI tools, such as adaptive learning platforms, provide personalised content and immediate feedback, enabling learners to progress at their own pace and promote skill acquisition. These tools offer clear benefits: they foster personalised learning experiences that go beyond mere productivity gains to truly enhance learners’ capabilities. Personalised education models also optimise resource allocation by tailoring content to individual needs, improving outcomes in higher education settings. Looking forward, AI presents significant opportunities to transform education through tailored learning and teacher support. AI must balance technology with human interaction to foster critical thinking, creativity, and problem-solving essential to lifelong learning.

Um dos desafios mais discutidosatualmente é como atrair novos públicos para aprogramação de computadores e, em especial,como engajar meninas e mulheres nessecampo. Paralelamente, estudos apontam quecrianças dedicam uma parte significativade seu tempo a diferentes tipos de jogos,sendo que os jogos educativos já ocupam umespaço importante no aprendizado formal,informal e não formal. Apesar disso, muitosdesses jogos ainda apresentam um designque desperta maior interesse nos meninosdo que nas meninas. Outro ponto central,abordado neste artigo, diz respeito a comoavaliar os resultados de aprendizagem obtidospor meio de um jogo educativo. Desenvolverum jogo envolvente e prazeroso já representaum desafio considerável; contudo, mensurara aprendizagem é essencial para que o jogoseja aceito por professores e efetivamenteincorporado às práticas pedagógicas. Oobjetivo deste estudo foi descrever e discutir oprocesso de concepção e desenvolvimento deum jogo educativo pensado para que meninastivessem interesse em jogar em conjunto e, aomesmo tempo, pudessem aprender conceitosfundamentais de programação. A questão depesquisa que norteou o estudo foi: “Como umjogo educativo motivador e inclusivo sobreEducação no Século XXI: Perspectivas Contemporâneas sobreEnsino-Aprendizagem III Capítulo 14 182fundamentos de programação poderia ser projetado e desenvolvido, com pré-requisitosmínimos para alunos e professores? A metodologia adotada foi a Design Science Research(DSR), uma abordagem de pesquisa em ciência do design. O trabalho seguiu o processo daDSR, estruturado em cinco fases: 1) Explicitação do problema, 2) Definição dos requisitos,3) Concepção e desenvolvimento do artefato, 4) Demonstração do artefato, e 5) Avaliaçãodo artefato. A primeira fase apoiou-se em uma revisão exploratória da literatura; segunda,em um estudo bibliográfico mais amplo e sistemático, aliado a testes de jogos. Na terceirafase, realizaram-se sessões de brainstorming para o design, seguidas da implementaçãono ambiente de desenvolvimento Unity. Por fim, o jogo foi demonstrado e testado por umgrupo de desenvolvedores acadêmicos de jogos. Os resultados da avaliação formativamostraram-se promissores; contudo, o próximo passo essencial do projeto é realizar umaavaliação mais formal, utilizando learning analytics baseadas em jogos e envolvendo umpúblico de teste maior e mais diversificado.

A well-discussed problem is how to attract a new public to computer programming, and especially how to reach girls and women. At the same time research reports on that children spend considerable amounts of time playing different types of games, where educational games today are part of mainstream learning. However, many educational games still have a design that appeals more to boys than to girls. Another problem addressed in this paper is how to measure the learning outcomes of an education game.  The aim of this study was to describe and discuss the design and development of an educational game where girls would like to play together and at the same time learn fundamental programming. The research question that guided this study was: “How could a motivating and inclusive educational game on fundamental programming be designed and developed, with minimal prerequisites for students and teachers?”. The overall strategy for the design and development of the was the Design Science Research approach. This work was carried out according to the recognised DSR process with the five phases of: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. Phase one was based on a minor literature study, while Phase 2 was a combination of a larger and more systematic literature study combined with game testing. Phase 3 was conducted with brain storming sessions for design followed by implementation in the Unity game development tool. Finally, the game has been demonstrated for, and tested by, a group of academic game developers. Results from the formative evaluation look promising, but the important next step in this project is a more formal evaluation using game-based learning analytics with a larger and more diverse test audience.

Lifelong learning is essential for personal growth and societal progress. By continuously developing their skills, individuals can adapt to changes and drive progress. In this context, Artificial Intelligence (AI) enhances lifelong learning by offering personalised experiences, improving accessibility, and supporting continuous education (Escotet, 2024; Fahimirad &Kotamjani, 2018). This study explores AI’s role in lifelong learning, focusing on its tools, benefits, and opportunities for personalised education and skill development. The study also explores how AI can help bridge learning gaps and support learners at various points throughout their educational journey. 

A systematic literature review was conducted in accordance with the guidelines set by Page et al. (2021) to provide a comprehensive overview of current research on AI and its role in advancing lifelong learning. This study’s approach is guided by the standards set by the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA, February 21, 2024). The Scopus database was used to search for articles related to the study’s aim over a 10-year period in English in the field of social sciences. The search string applied in the systematic search was: (“Artificial Intelligence” OR “AI”) AND (“Lifelong learning” OR“continuous education”) AND (“personalised learning” OR “skill development”). A total of 60 studies were selected.

The preliminary findings suggest that diverse groups bring different perspectives on AI’s use, influencing its design and effectiveness in supporting lifelong learning. AI-powered tools are impacted by social and cultural forces, influencing their design and effectiveness in supporting lifelong learning (Eynon & Young, 2021). AI enhances lifelong learning by offering personalised learning tools that allow learners to progress at their own pace. Adaptive learning platforms provide customised content and real-time feedback, supporting skill development (Poquet & de Laat, 2021). AI should prioritise the development of learners ' capabilities rather than simply improving productivity. Bekmanova et al. (2021) propose a flexible model for blended and distance learning, where students take a test before starting, creating an individual learning path. This approach personalises learning in higher education, assigning mandatory and optional modules based on student performance. Luckin (2025) argues that AI has the potential to transform education by providing personalized learning experiences, enhancing teacher development, and automating tasks. However, the integration of AI should be balanced with the human touch in education to ensure that critical thinking, creativity, and problem-solving skills are nurtured.

As the review progresses, the findings will be categorised into themes to provide a clear understanding of the key patterns and trends emerging from the literature.

Artificial Intelligence (AI) has become a transformative force across various sectors, reshaping societal dynamics and fundamentally altering how individuals interplay with technology. In the realm of K–12 education, AI offers many opportunities and challenges that extend to school leaders’ practices. AI has the potential to enhance and support leadership practices. A significant aspect of school leadership is decision-making. School leaders are tasked with navigating a complex landscape of choices, both formal and informal, that wield profound influence over their schools. The decisions made by school leaders are crucial components of school governance and management and are worth exploring as these decisions directly impact student education. In Sweden, the Education Act states that school leaders are responsible for making decisions about the organisation of the school. To deepen the understanding of AI as a decision-making tool among school leaders, a survey was undertaken, targeting approximately 165 school leaders within three municipalities in Sweden. The survey assessed school leaders’ familiarity and proficiency with AI while exploring their perceptions of its potential applications in educational leadership. School leaders perceive AI in K–12 education as a valuable tool for enhancing efficiency in teaching and administrative tasks. However, school leaders face challenges related to academic integrity and the potential for cheating, along with ethical issues like biases in AI outputs. While school leaders recognise opportunities for AI to improve processes and support decision-making, they stress the need for professional training and support to ensure responsible integration, influencing strategic decisions in schools.

Artificial Intelligence (AI) alters the societal landscape and transforms people's lives. In the realm of education, AI offers many opportunities and challenges in teaching and learning. While AI holds promise in enriching learning experiences and fostering motivation, its successful integration into educational practice necessitates that both students and teachers possess digital competence. Education plays a critical role in preparing future workforces. In South America, Brazil stands as the most populous country, with 212.6 million people. The utilisation of AI generative tools, such as ChatGPT, for teaching purposes in the country, is on the rise, albeit constrained within the educational context. Challenges faced in integrating AI generative tools in Brazil’s education system include the facilitation of plagiarism and teachers’ insufficient digital competence. In an effort to delve into the intricacies of teachers’ experiences and challenges regarding the integration of AI generative tools into their pedagogical practice, a qualitative study was conducted, and nine teachers in an upper secondary school in Brazil answered a questionnaire involving seven open questions. The teachers perceive the integration of AI generative tools into teaching practice as an instrument that enhances opportunities for improving the quality of teaching, stimulating student interest, and enriching the dynamism of the content learning process. Teachers have highlighted ChatGPT as a valuable tool for research and consultation. This tool can simplify teaching tasks and is typically well-received by students. Both teachers and students can utilise this tool to generate materials such as lyrics and textual variations and even produce fully composed songs ready for listening. ChatGPT is also used to prepare and correct assessments, ensuring consistency in evaluation. Teachers use AI to prepare texts, quizzes, and multiple-choice tests. AI-generated images are also used to enhance illustrations, making learning materials more engaging and visually appealing. Although AI simplifies complex subjects and makes the learning process more engaging, it is essential to provide adequate training on AI tools to enhance student involvement and educational results. 

This paper aims to contribute knowledge about the influences of leaders’ perceptions of digitalisation on arrangements for leading the expansion of access to and application of digital technologies in K–12 education. Supporting the digitalisation of K–12 education requires digital competence. School organisers’ and school leaders’ digital competence and perceptions of digitalisation contribute to how digital technologies are employed in schools. Survey and participant observations were used to investigate leaders’ perceptions of digitalisation in K–12 education. The data were analysed using thematic analysis and theory of practice architecture. The results show that perceptions of digitalisation in K–12 education influence arrangements by allowing opportunities for enhanced quality in teaching and equality within and among schools. Further, collaborations between leaders, sharing ideas and experiences, and enhancing leadership are elements that contribute to the shaping of leaders’ perceptions of digitalisation in schools. This paper contributes to the knowledge of leaders’ perceptions of expanding the access to and application of digital technologies in schools.

This thesis aims to identify, describe, and analyse practices in school organisers’ and school leaders’ collaborative efforts to expand access to and application of digital technologies in K–12 education from a leadership perspective. A practice-oriented approach has been used to analyse practices for expanding this access and application. This approach facilitates a deeper understanding of the actual occurrences in municipalities when it comes to the expansion of digital technologies in their schools. The thesis employs the theory of practice architecture as an analytical tool to investigate the expansion of digital technologies in K–12 education from leaders’ perspectives. The research took place in three Swedish municipalities. The data comes from document analysis, participant observations, interviews, and surveys. The thesis comprises four articles, each contributing valuable insights into digitalisation in K–12 education, with the first two focussing on the perspectives of school organisers and school leaders, the third emphasising the expansion of digital technologies, and the last exploring the perceptions of school organisers and school leaders regarding the expansion of digital technologies in K–12 education. School organisers underlined the importance of schools gaining access to digital technologies that are not only usable but also well suited for their intended purposes. At the same time, school leaders explained that the misapplication of digital technologies in K–12 education may generate negative effects. For example, nonuser-friendly interfaces in software may increase users’ workloads and reduce teachers' motivation to use digital technologies in teaching due to a lack of support and digital competence. The school leaders highlighted that their collaboration with the school organiser and IT department has been successful in recent years. At the same time, they pointed out that the reduced number of staff at strategic and operational levels has created challenges in maintaining a productive dialogue with school organisers, consequently impacting digitalisation in schools. School organisers highlighted that leadership for expanding digital technologies in K–12 education should include a complete understanding of what digitalisation entails, which is vital to digital expansion and enhancing teaching quality. At the same time, they pointed out that school leaders need to prioritise their time and that digitalisation leadership training might not be the highest prioritisation in K–12 education. The results have implications for K–12 education leaders striving to expand digital technologies in their schools.

Digital technologies have increased worldwide in the last years. In addition, the pandemic has strengthened digital technologies’ roles in education, requiring twenty-first-century skills, such as digital competence, and indicating a new normal. Digitalisation in education creates opportunities that could lead to positive effects if digital technologies are applied correctly. However, applying digital technologies can incorrectly trigger a negative development – for example, increasing workload due to nonfriendly user interfaces in software and reducing the motivation to apply digital technologies in education due to a lack of digital competence. Teachers require access to digital technologies and digital competence related to educational issues that influence equality within and among K–12 schools, thus making school leaders’ roles crucial in digitalising education. Three group interviews and a survey were used to collect the data in a network of three municipalities in Sweden. The data have been categorised and analysed with thematic analysis. The results show that school leaders describe the digitalisation process in the form of digital competence for teachers, access to hardware and software, and a shared culture. School leaders explain that clear guidelines, collaboration between teachers, and enough time enable digitalisation in education. However, the lack of support and the lack of resources constrain digitalisation in education. At the same time, school leaders do not often discuss their own digital competence. The school leaders’ roles in the digitalisation of K–12 schools are important, requiring digital competence for leading the digitalisation process. 

This study aims to explore the practice for leading the expansion of the access to and application of digital technologies in K–12 education at the municipality level. Participant observations were used to collect the data in a network with three Swedish municipalities. The study drew on the theory of practice architecture as an analytical tool to understand the practice. The findings indicate that leadership in digitalizing K–12 education should involve collaboration and a comprehensive viewpoint that facilitates the expansion of access to and application of digital technologies and a mutual understanding of the challenges and opportunities digital technologies present in K–12 education. Understanding the significance of digital technologies in K–12 education holds great importance for how digital technologies are prioritized in schools. Further, the findings show how school organizers’ support of teachers and school leaders affects how digital technologies are expanded in K–12 education and how digital technologies are applied in teaching, affecting equality within schools and the quality of teaching. Therefore, school organizers’ digital competence is important.