Call for Papers: CALICO Journal Special Issue (2027)
Guest Editors
- Anke Berns, University of Cádiz (Spain)
- Antigoni Parmaxi, Cyprus University of Technology (Cyprus)
- Telmo Zarraonandia, University Carlos III of Madrid (Spain)
Empowering Language Teachers as Co-designers Through AI and Educational Authoring Tools
This special issue focuses on the evolving role of language teachers in technology-enhanced learning, highlighting their potential as active co-designers of digital learning resources and environments supported by Artificial Intelligence (AI) and educational authoring tools.
Scope of the Special Issue
As AI and educational authoring tools increasingly shape language education, teachers are no longer positioned solely as end users of technology. Instead, they are becoming key actors in the design, adaptation, and evaluation of digital learning experiences. However, this shift also raises important pedagogical, ethical, and practical questions.
This special issue invites contributions that explore how AI and educational authoring tools—such as no-code and low-code platforms—can support pedagogically driven, ethical, and inclusive language teaching practices. It also seeks critical perspectives on challenges related to reliability, accuracy, technology acceptance, and responsible human–AI interaction.
Submissions are welcome from a wide range of educational contexts, including K–12, higher education, private language schools, and informal learning settings, with particular emphasis on diverse geographical and institutional perspectives.
Topics of Interest
Relevant topics include, but are not limited to:
- Ethical frameworks for combining AI and educational authoring tools in language education
- Systematic literature reviews and meta-analyses of AI-powered authoring technologies
- Design principles and evaluation methods for teacher-friendly authoring tools
- Empirical studies on teachers’ pedagogical and digital literacy needs
- Case studies on ethical AI engagement, feedback, and assessment in language learning
- Teachers’ and students’ experiences with AI-supported language learning tools
- Student-centered design and development of digital language learning resources
Submission Information
Authors are invited to submit an initial expression of interest (maximum 750 words). Proposals should outline the theoretical framework, justification for the study, research questions, methodology, and expected contributions to research and/or pedagogy.
Timeline
- Expressions of interest due: April 15, 2026
- Invitation to submit full manuscripts: May 15, 2026
- Full manuscripts due: October 1, 2026
- Final editorial decisions: June 1, 2027
Publication preparation: July 2027