EdTech & AI in Learning: Large Language Models in Business, Politics, and Humanities

Date:

May 21st, 2026 (UCT+0)

Organizer:

King’s Business School, King’s College London

Committee Members

Background:

Artificial intelligence has moved from the periphery of educational technology to its very centre. Large Language Models now shape how students read, write, code, argue, and synthesise information. The question for higher education is no longer whether these tools will be used, but whether their use will be disciplined, transparent, and pedagogically productive rather than chaotic and corrosive.

Business education is already grappling with LLM-assisted analysis, drafting, and decision support. Politics faces a more delicate problem: tools that can generate persuasive rhetoric at scale raise concerns around epistemic authority, democratic deliberation, and misinformation. In the humanities, where interpretation and authorship are foundational, LLMs challenge long-held assumptions about originality, voice, and assessment. Treating these domains separately is convenient but intellectually lazy. The common thread is human capital formation under a new technological constraint.

This workshop is designed to take that constraint seriously. It will move beyond generic discussions of “AI in education” and focus instead on how LLMs alter learning objectives, assessment design, and skill formation across disciplines that rely heavily on language, reasoning, and judgement. The aim is neither celebration nor panic, but institutional realism.

Goal/Rationale:

The workshop has four core objectives:

1. To map current and emerging uses of LLM toolsin teaching and learning across business, politics, and the humanities, distinguishing superficial productivity gains from genuine learning enhancement.
2. To evaluate pedagogical risks, including over-automation, erosion of critical thinking, assessment inflation, and the redistribution of effort away from foundational skills.
3. To develop discipline-sensitive frameworksfor integrating LLMs into curricula, assessment, and classroom practice without undermining academic standards.
4. To foster cross-disciplinary dialoguebetween educators who are often confronting the same problems in isolation, using different vocabularies.

Call for Papers

Contributors and participants will be invited to engage with the following themes:

• LLMs as cognitive complements or substitutes – when do these tools enhance reasoning, and when do they merely mask its absence?
• Assessment design in the age of generative text – oral examinations, process-based assessment, reflective audits, and in-class constraints.
• Business education and applied reasoning – LLMs in case analysis, financial interpretation, strategic writing, and managerial decision-making.
• Politics, rhetoric, and power – implications for political literacy, persuasion, policy analysis, and the ethics of AI-assisted argumentation.
• Humanities, authorship, and interpretation – originality, close reading, historiography, and the changing meaning of scholarly voice.
• Equity and access – whether LLMs level the playing field or entrench new forms of advantage.
• Institutional policy and governance – from acceptable-use guidelines to staff training and student disclosure norms.

The emphasis will be on concrete teaching practices and empirical or reflective evidence, not speculative futurism.

Topics

The main topics of this symposium are listed below.

Meanwhile, submissions aligned with the overall conference theme are also welcome.

Submission

All submitted papers should report original and unpublished work, experimental or theoretical, and are not under consideration for publications elsewhere. All papers should be no less than 4 pages in length and must strictly follow the format of the symposium template. All papers are subject to reviews and edits. Prospective authors are kindly invited to submit full text papers that includes title, abstract, introduction, tables/figures and references. Other styles of papers are not accepted. Please submit your papers in both .doc/.docx AND .pdf formats as attachments via email to [email protected] by the given deadline. It is unnecessary to submit an abstract in advance.

Publication

Accepted papers of the symposium will be published in Lecture Notes in Education Psychology and Public Media (Print ISSN 2753-7048), and will be submitted to Conference Proceedings Citation Index (CPCI), Crossref, CNKI, Portico, Google Scholar and other databases for indexing. The situation may be affected by factors among databases like processing time, workflow, policy, etc.

The papers will be exported to production and publication on a regular basis. Early-registered papers are expected to be published online earlier.

This symposium is organized by ICGPSH 2026 and it will independently proceed the submission and publication process

Ways to Participate

Attendance Onsite

The symposium welcomes participants to attend on-site and share the innovative experiences and researches with the group. Therefore, we provide some general information about the visa application. If you want to attend the symposium on-site, please email the symposium committee: [email protected].

VISA:

In order to ensure the information is correct and up to date, there may be changes which we are not aware of. And different countries have different rules for the visa application. It is always a good idea to check the latest regulations in your country. This page just gives some general information of the visa application.

UK Visa Information

Important Info