​​This collaborative work is authored by the second cohort’s students in the "Educational Technology for Strong Schools" course of the Masters of Arts in Education program at the Asian University for Women (AUW). This open-access book is a testament to the students' dedication and creativity to explore the integration of Artificial Intelligence (AI) in education.

As a student from Afghanistan who faced difficult circumstances in 2021 and fled to Bangladesh to pursue her higher education at AUW, I am honored to have been part of the initial stages of this academic journey. The experience within the first cohort, particularly “Design Thinking” and “ Educational Technology for Strong Schools” which were both project-based learning courses facilitated by Dr. Stefanie Panke, sparked my passion for educational technology. It propelled me to further academic heights, eventually leading to my pursuit of a PhD in Educational Technology at Kent State University. The first cohort's open-access book, "Strong Schools", laid a solid foundation for my academic career. It was a transformative experience to work collaboratively on chapters focusing on instructional strategies, engaging pedagogy, technology in teaching and learning, inclusion, well-being, and community building. It not only improved my academic skills, but also demonstrated the importance of collaboration and effective teamwork. The interactions with diverse guest speakers from various educational technology domains broadened my perspectives, inspiring me to delve deeper into the existing challenges faced by my community, particularly the barriers preventing girls from accessing education. My academic tenure at AUW instilled in me a commitment to explore viable solutions to address the existing educational challenges prevalent in societies like Afghanistan, where educational access is prohibited for girls. This journey led me to critically analyze the role of technology in facilitating K-12 education for girls in Afghanistan. The transformative power of technology in bridging educational gaps has become a focal point of my academic inquiry, urging me to explore avenues for creating inclusive educational environments.

Every chapter of this book addresses significant themes in AI integration, from pedagogical applications and constraints to the ethical considerations that highlight the beneficial use of AI in educational contexts. The chapters cover a wide range of topics, including the implications of AI on learning outcomes and student engagement, leveraging AI for universal design for learning, and information literacy for generative AI. The book also covers the topics of AI's impact in K–12 and higher education, illuminating important areas such as teacher professional development, social-emotional learning, and the development of successful multimedia instructional materials. The book's chapters not only demonstrate the students' commitment to the subject matter, but they also extend an invitation to educators, policymakers, and tech enthusiasts globally to take part in thoughtful discussions and introspection regarding the ethical and successful incorporation of AI in education. They showcase the potential of AI to enhance pedagogical practices, foster creativity, and pave the way for more inclusive and personalized learning experiences.

I would like to congratulate the instructor for her support and guidance in fostering this important academic contribution and the students for their commitment and hard work in crafting this valuable and insightful open-access book.

Sima Ahmadi,

First Cohort MA student at AUW

Ph.D. Student at Kent State University