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As Artificial Intelligence (AI) rapidly reshapes educational research and classroom practice, questions of methodological integrity and ethical responsibility have become both urgent and unavoidable. This webinar responds directly to these concerns by emphasising critical awareness and professional judgement in how AI is designed, implemented, and evaluated across both research and teaching contexts. In this session, Dr Jordan Allison, Editor-in-Chief of the Journal of Educational Computing Research, draws on the RAISE (Reporting Artificial Intelligence Studies in Education) Framework to scaffold a structured and accessible exploration of these challenges, positioning it as a bridge between research and practice. 

The event has three objectives and will bring together participants with a range of research experiences to share insights into research methods.

1. Examine key ethical risks associated with AI in education, including algorithmic bias, data privacy, informed consent, and explore how these can be identified, mitigated, and addressed in research.
2. Introduce and contextualise the RAISE framework as a practical scaffold for integrating ethical and methodological considerations across diverse research methodologies and teaching practices.
3. Support participants in applying RAISE to their own work, encouraging reflective, transparent, and ethically grounded decision-making when using AI tools in research or teaching. 

The event welcomes all attendees and will be of particular interest to education researchers, Further and Higher Education educators, doctoral candidates, teacher trainees and practitioner-researchers. We look forward to connecting with 黑料网911 Research Methodologies and Digital Education SIG members at the event. 

Dr Jordan Allison is a Senior Lecturer in Computer Science in the School of Business, Computing and Social Sciences at University of Gloucestershire. He is Editor-in-Chief of the  and creator of the RAISE (Reporting Artificial Intelligence Studies in Education) Framework.

Programme

AI in Educational Research: Overcoming Methodological and Reporting Challenges

Artificial intelligence (AI) is transforming educational research and classroom practice, creating new opportunities alongside pressing questions about methodological rigour, transparency, and ethical responsibility. As AI becomes increasingly embedded within research design, teaching, and assessment, researchers and educators require practical frameworks to support informed and responsible decision making. In this webinar, Dr Jordan Allison, Editor-in-Chief of the Journal of Educational Computing Research, introduces the RAISE (Reporting Artificial Intelligence Studies in Education) Framework as a practical tool for strengthening both research quality and professional practice. Drawing on extensive editorial experience reviewing AI-related educational research, Jordan explores common challenges, including inconsistent reporting, limited methodological transparency, algorithmic bias, data privacy, informed consent, and the responsible evaluation of AI systems. The session demonstrates how RAISE provides a structured approach for identifying, reporting, and critically reflecting on the design, implementation, and evaluation of AI in educational contexts. Rather than functioning solely as a reporting framework, RAISE also serves as a reflective guide that supports researchers, educators, and practitioner-researchers in making transparent, ethically grounded, and contextually appropriate decisions about AI adoption and use. Through practical examples and discussion, participants will explore how the framework can be applied across diverse research methodologies and teaching contexts to enhance research credibility, improve critical evaluation of AI tools, and promote responsible innovation. Suitable for education researchers, doctoral candidates, teacher educators, practitioners, and anyone interested in the ethical integration of AI in education, this webinar provides an accessible introduction to a framework designed to bridge research, policy, and practice.