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The rapid integration of artificial intelligence (AI) into society is widely regarded as offering both unprecedented opportunities and significant challenges for education systems worldwide. Schools, entrusted with a vital compensatory mission, are now responsible for addressing educational inequities while equipping students with essential skills for an AI-driven world. This mission ensures that all students, regardless of socio-economic background, functional abilities, or ethnic origin, have equal opportunities to succeed. However, educational inequalities are widening due to factors such as residential segregation and school-choice reforms, which have led to increasing socio-economic disparities between schools. In Sweden, these challenges are evident in national statistics, with 16% of students failing to qualify for upper secondary education in 2023 (SNAE, 2024). As AI becomes more embedded in education, its potential role in promoting equity and inclusion must be critically examined.

This study explores the perceptions, experiences, and future visions of first-year special education teacher students regarding the integration of large language models (LLMs) into their professional practice. Using a mixed-methods approach, data were collected through a survey featuring 30 Likert-scale statements and seven open-ended questions. The quantitative data captured participants' familiarity with AI tools, their perceived opportunities and challenges, and their aspirations for AI integration in education. Qualitative responses provided deeper insights into specific applications, ethical considerations, and strategies for leveraging LLMs in special education. Hence, AI and digital tools are frequently presented as potential solutions for bridging educational divides, offering new ways to support communication, literacy, and self-regulation. However, findings from this study reveal that while participants recognize the potential of LLMs for supporting personalized learning and inclusive practices, they also express concerns regarding ethical dilemmas, data privacy, and the lack of professional training required for effective AI implementation.

In the Nordic educational context, where equity and inclusion are fundamental principles, AI presents both opportunities and risks. When applied thoughtfully, AI has the potential to reduce educational disparities, enhance literacy, communication, and self-regulation skills, and mitigate socio-economic and functional inequalities. However, without adequate support for students with limited technology skills, reading and writing difficulties, or intellectual challenges, AI may instead exacerbate educational inequality, disproportionately benefiting students who already possess strong digital competencies while leaving others further behind.

This study investigates user experiences of interactions with two types of robots: Pepper, a social humanoid robot, and Double 3, a self-driving telepresence robot. Conducted in a controlled setting with a specific participant group, this research aims to understand how the design and functionality of these robots influence user perception, interaction patterns, and emotional responses. The findings reveal diverse participant reactions, highlighting the importance of adaptability, effective communication, autonomy, and perceived credibility in robot design. Participants showed mixed responses to human-like emotional displays and expressed a desire for robots capable of more nuanced and reliable behaviors. Trust in robots was influenced by their perceived functionality and reliability. Despite limitations in sample size, the study provides insights into the ethical and social considerations of integrating AI in public and professional spaces, offering guidance for enhancing user-centered designs and expanding applications for social and telepresence robots in society.

Hur påverkar tillgången till avancerade AI-verktyg som exempelvis ChatGPT våra lär- och arbetsprocesser i skolan? I denna föreläsning undersöker vi den omvälvande förändringen som AI innebär för både lärare och elever. Vi reflekterar över de nya möjligheterna såväl som de utmaningar som uppstår när gränsen mellan kreativt tänkande och fusk blir allt mer suddig. Genom att fokusera på praktiska exempel och forskningsinsikter, diskuterar vi hur utbildningssystemet kan anpassas för att främja ett djupare lärande i en tid av snabb teknologisk utveckling. Välkommen till en spännande och kritisk diskussion om framtidens utbildning!

Research topic/aim: In the realm of special education, the advancement of technology has opened up new possibilities to provide suitable education for all students. Lately, one such technology that has gained significant attention is ChatGPT, an artificial intelligence large language model developed by OpenAI. ChatGPT offers a unique opportunity to facilitate communication, provide personalized assistance, and engage students in interactive learning experiences. However, it is crucial to understand how special education teacher students perceive the use of ChatGPT in their coming profession, as their insights are invaluable in shaping effective and inclusive educational practices. 

Theoretical framework: This study delves into the perceptions and experiences of special education teacher students regarding the integration of ChatGPT, an artificial intelligence (AI) large language model, into special education, all through the lens of the Visioning theoretical framework. This approach, which involves envisioning a desirable future and working backward to identify steps for its realization, is especially relevant when considering the transformative potential of technologies like ChatGPT in educational environments and the future of special education. 

Methodological design: Through a qualitative analysis of survey data from 79 first-year special education teacher students, the study utilized Visioning to probe not only current perceptions but also future aspirations and apprehensions concerning the application of ChatGPT in special education. The research sought to reveal participants' opinions on the opportunities and challenges presented by ChatGPT in special education, with an emphasis on its ability to enhance personalized learning, accommodate diverse educational needs, and address ethical considerations in educational practices. 

Expected conclusions/findings: Initial findings indicate a nuanced perspective among participants. While recognizing ChatGPT's potential in special education through customized individual learning experiences and increased student engagement, participants also expressed concerns. These concerns primarily revolved around the technology's accuracy, ethical implications, and the competencies required for educators to implement this tool effectively in special education contexts. For instance, a vast majority of the special education teacher students indicated that they are not particularly familiar with, nor have they used, ChatGPT themselves. Consequently, they feel unprepared to integrate ChatGPT into their teaching or to support their students who use the application. This research provides insights into how the use of AI-based tools could shape the future of special education practices and contributes to the discourse on the ethical integration of AI in educational settings, highlighting the complexities involved in adopting emerging technologies in special education environments. 

Relevance to Nordic educational research: From a Nordic perspective, the countries place strong emphasis on equality and inclusivity in education. Understanding how AI tools like ChatGPT can be tailored to support students with diverse learning needs aligns with the region's commitment to providing high-quality education for all. The study stresses the necessity for future teachers to be proficient in digital tools. Within the Nordic context, this indicates a need for teacher education, and and perhaps more specifically, special teacher education programs to incorporate comprehensive training in technologies, such as AI, ensuring educators are prepared to meet the diverse needs of their students. 

Organic chemistry, also known as stereochemistry, is a subject considered to be notably complex for students to understand. Knowledge construction in stereochemistry might demand the ability to imagine or visualise the distribution of atoms. For students with insufficient spatial ability, this could be confusing. This study aimed to explore empirically students and teachers’ experiences regarding the opportunities and challenges they encountered when using virtual reality (VR) and augmented reality (AR) technologies to teach and learn stereochemistry, as well as how these technologies might support students’ spatial ability and 21st-century skills in K-12 education by participating in virtual lab environments. Using design-based research methods, an exploratory study based on the utilization of immersive technologies was designed and carried out with three groups in Grade 8. Two researchers observed the activities that were implemented, after which the participating students answered a qualitative survey about how these technologies and the specific teaching design might support their understanding of molecules in 3D space. The schoolteacher was interviewed afterwards, and she shared her motives and goals (e.g., what she sought to achieve) by using the technologies in her teaching. The results show that the students had a positive experience in their learning of chemistry through immersive realities, increased motivation to learn the subject, and their test results improved slightly. However, it is essential for a teacher to possess technological know-how regarding VR and AR to achieve the intended goals. The findings highlight the added value of these immersive technologies by enhancing students’ learning processes and the central role of the teacher as a designer and technological leader of the group.

This roundtable brought together a diverse group of participants from research and practice, representing perspectives on the digitalization of society, AI legalization, AI in education, children’s development, and children-technology relations. One focus of this roundtable was on how AI technologies impact children at an early age. In northern Europe, most children have grown up in a world that is intimately connected to technology. They have been exposed to various devices, from home computers and smart-phones to digital games and social media platforms. These technologies have provided children with pre-designed interaction possibilities that are limited to the parameters set by the designers. However, with the advent of AI-powered devices, children now have the opportunity to interact with a system that can learn by input and act as an artificial companion.