Journal Archive

Artificial Intelligence in Education is the theme of the October 2026 special issue of Confluence Journal of Multidisciplinary Studies (Volume 2, Issue 4). Its guest editors are Bouchra Chougrani, Nafiaa Bouanani, Fadoua Er-rakraky, and Ibrahim Ben Khajjou. Eight of the eleven contributions are research articles, with an interview and two book reviews completing the set. The articles open with a critical inquiry into pedagogy, knowledge, and human agency. They then follow AI into corporate workplaces, where adults now learn in the flow of their work, and into the academic integrity policies of universities in the United Kingdom, continental Europe, and North America. A systematic review of 29 studies weighs the evidence on AI-powered adaptive tools for vocabulary learning, and a conceptual framework treats prompting as a communicative competence for computer-assisted language learning. Three empirical studies come next, all by researchers based in Morocco. One tests a locally run language model that helps teachers align course design and assessment in French for Specific Purposes; another builds AI-supported tasks into an ESP course for engineering students; the third brings augmented-reality materials, prepared with AI tools, to Grade 8 EFL learners. In the interview, Imane Derrazi talks with Matthew N. Hannah about digital humanities, conspiracy, and AI. The issue closes with reviews of Dana J. Gavin's Generative AI and the Future of the Humanities: Reading, Writing, Teaching, Labor (2025) and Sarah Chardonnens's Intelligence artificielle et apprentissage: Fondements, concepts et applications (2026). The tools will keep changing, but the question running through these pages will not: what do students actually learn when AI is in the room, and who decides how it should be used?