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p-Index From 2021 - 2026
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All Journal JOLLT Journal of Languages and Language Teaching Journal of Innovation and Research in Primary Education
Kris Nurnaningsih
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Epistemology of Education in the Era of Artificial Intelligence: A Philosophical Study of Science for Future Teachers Kris Nurnaningsih; Susi Sugiarti; Jenuri Jenuri
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3066

Abstract

The integration of Artificial Intelligence (AI) into formal education has fundamentally disrupted the epistemological foundations of learning by altering how knowledge is produced, validated, and authorized. Despite growing scholarship on AI in education, the philosophical dimensions of machine-generated knowledge and their implications for teacher preparation remain theoretically underexplored. This study employs philosophical inquiry supported by a systematic literature review of peer-reviewed sources published between 2014 and 2024 to examine how AI transforms educational epistemology and to develop a conceptual framework for future teachers. The analysis identifies five interrelated epistemic transformations: the emergence of algorithmic knowledge sources, the disruption of traditional validity mechanisms, the redistribution of epistemic authority, the irreducibility of human-centered competencies, and the reconstitution of teacher identity as epistemic curatorship. Together, these findings constitute the AI Educational Epistemology Framework for Future Teachers (AIEFF-FT). The study contributes theoretically by extending existing philosophical accounts of AI and education and practically by providing teacher education programs with a structured model for cultivating epistemological literacy, critical AI evaluation, and philosophical responsibility. Future empirical research is needed to validate the framework across diverse educational contexts.
Language Diversity and Inclusion: A Systematic Review of Linguistic Discrimination and Intervention Evidence in Primary Schools Hanipah Khoeriyah; Kris Nurnaningsih; Retna Hani Dafiska; Susi Sugiarti; Juntika Nurikhsan; Prihantini Prihantini
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.21101

Abstract

Research on language-based discrimination in primary education remains dispersed across countries, theoretical traditions, and intervention types, limiting cumulative understanding of how linguistic differences translate into exclusion and what responses are effective. This systematic review synthesizes empirical and theoretical evidence to map the forms of language-based discrimination in primary schools, the mechanisms and actors that sustain it, its consequences for children's identity and participation, and the interventions that have been evaluated in response. Following PRISMA 2020, searches combined Scopus, ERIC, and Google Scholar (via Publish or Perish), with publication periods differentiated by article type (empirical: 2021–2025; theoretical: 2013–2025). Screening proceeded through title, abstract, and full-text stages; methodological quality was appraised using CASP, MMAT, and JBI tools appropriate to each design. The final corpus comprised 33 studies (20 empirical, 13 theoretical/conceptual). Empirical findings, concentrated in qualitative designs from Western European contexts, show that accent- and dialect-based mockery, teacher-enforced monolingual norms, and pull-out support programs contribute to linguistic self-erasure and reduced participation. Theoretical literature situates these patterns within monolingual habitus, raciolinguistics, and translanguaging frameworks. Evidence on interventions, including translanguaging pedagogy and collaborative multilingual tasks, indicates promising but methodologically limited support for inclusive practice. Given the predominance of qualitative, Europe-concentrated evidence, conclusions regarding intervention effectiveness should be treated as indicative rather than generalizable.
Co-Authors Hanipah Khoeriyah Jenuri Nurihsan, Achmad Juntika Prihantini Retna Hani Dafiska Susi Sugiarti