The impact of micro- and macro-level educational environments on the use of artificial intelligence in education

5. Literature

• Babić, S. (2016). Factors of teachers' acceptance of e-learning and competences for its implementation in higher education institutions (Doctoral dissertation). Faculty of Organization and Informatics, University of Zagreb. 
  Description: This doctoral thesis analyses the factors – including the micro- and macro-level educational environment – that influence teachers’ acceptance of e-learning. It is relevant for understanding teachers’ attitudes and readiness to adopt digital technologies, including AI.
• Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278.
  Description: This review article presents how AI is used in education, including adaptive instruction, automated assessment and the role of personalised learning.
• European Commission (2021). Proposal for a Regulation of the European Parliament and of the Council laying down harmonised rules on artificial intelligence (Artificial Intelligence Act). Official Journal of the European Union.
  Description: The EU’s legal framework for the use of AI technologies. It is particularly important for understanding the regulation of high-risk systems in education, such as automated grading.
• Directorate‑General for Education, Youth, Sport and Culture (European Commission) (2022, October 25). Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union. Description: Guidelines that support educators in using AI and data in teaching and learning in an ethical, transparent and learner-centered way.
• Holmes, W., Bialik, M., & Fadel, C. (2021). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning (Updated edition). Center for Curriculum Redesign. Description: A comprehensive overview of how AI is being integrated into education, its promises and limitations, and its implications for teaching and learning, with particular attention to the changing roles of teachers and students.
• Schiff, D. (2022). Education for AI, Not AI for Education: The Role of Education and Ethics in National AI Policy Strategies. International Journal of Artificial Intelligence in Education, 32, 527-563. 

  Description: The author emphasises the importance of ethical and informed use of AI in education policy. The paper focuses on how education should prepare society for AI, rather than merely using AI as a tool for learning.

• U.S. Department of Education, Office of Educational Technology. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations.
  Description: A national policy document providing guidelines for the responsible use of AI in education, with a focus on the role of teachers, ethics, and human oversight.
• Perse, R. J. P. (2025). Using artificial intelligence in high school education: A review [Preprint]. Preprints.
  Description: A systematic review of the benefits and challenges of using AI in secondary education. It is relevant for understanding the use of AI in the micro-level teaching context, given that learners and students come from such educational environments.