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

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 tools in 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 frameworks for integrating LLMs into curricula, assessment, and classroom practice without undermining academic standards.
4. To foster cross-disciplinary dialogue between educators who are often confronting the same problems in isolation, using different vocabularies.

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