Catalyst curates journal on AI in education

James Lester, one of the authors in the Catalyst-edited issue of Social Innovations Journal, delivering a keynote on the role of AI and the future of education during the launch of the McGraw Center for Educational Leadership at Penn GSE.

As Penn GSE’s center for global education innovation, Catalyst has been exploring the potential applications and policy of artificial intelligence in the sector since before most people had ever even heard of ChatGPT. They, therefore, made the perfect curators for a new issue of Social Innovations Journal dedicated to “The Future of AI in Education: Innovations and Insights.”

“Curating this issue gave us the opportunity to not only highlight cutting-edge thinking, but also to support the kind of dialogue and cross-sector insight that helps educators, innovators, and decision-makers move forward with purpose,” said Catalyst’s Director of Growth and Impact Katrina Struloeff,  one of issue’s two guest editors alongside Vice Dean of Innovative Programs and Partnerships Michael Golden. “It’s very much aligned with our goal of helping to generate, test, and scale impactful solutions that expand opportunity for all learners.”

The journal’s latest issue—volume 30—explores both AI’s possibilities and challenges in instruction and learning. The 14 articles by 34 different authors explore AI literacy frameworks, the use of generative AI in lesson planning and professional development, AI-powered tools for assessment and feedback, the ethical considerations surrounding AI’s role in shaping pedagogical practices, and much more.

“People should read this issue because it doesn’t just talk about AI in the abstract—it dives into how we can integrate AI into learning in smart, ethical, and impactful ways,” said Struloeff. “Whether you're feeling curious, cautious, or energized about the role of AI in education, this journal has something for you. It’s a starting point for a much-needed, ongoing conversation about what responsible and meaningful AI integration can look like across different learning environments.” 

As part of its mission and mandate, Catalyst regularly facilitates public conversations on pressing challenges, innovation, and leadership in education. Guest editing this open-access publication, which is dedicated to social innovators and entrepreneurs who work at the cross section between the private sector, government, and nonprofits, is an outgrowth of that work. Struloeff and Golden delved into their extensive network to bring together a diverse mix of voices, from cutting-edge researchers and inventive educators to industry leaders, to capture a wide range of perspectives and surface original insights.

“What makes this issue especially exciting is how it bridges the gap between research and practice,” said Struloeff. “We designed it with both practitioners and researchers in mind, offering real-world examples grounded in evidence and insight.”

The editors are particularly proud of the practical advice that the issue is offering educators and decision-makers, hoping that readers will finish the issue with useful takeaways that they can implement.

“[This issue],” said Struloeff, “reflects the kind of work Catalyst is known for: connecting people and ideas, fostering collaboration across the education ecosystem, and spotlighting innovative practices that can inform real change.”

Join Struloeff and Golden and the contributors to their issue of Social Innovations Journal in an upcoming online Meet the Authors symposium on May 8. Register for free.