Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57, 542–570. https://doi.org/10.1111/ejed.12533

Summary
This article provides a detailed overview of the current state of artificial intelligence in education (AIED), exploring its history, types, uses, and challenges it presents. Holmes and Tuomi categorize AIED into three main types: student-focused, teacher-focused, and institution-focused systems. They give examples of both research-based and commercial tools, such as Intelligent Tutoring Systems (ITS), AI-supported applications, and e-proctoring technologies. The article also discusses ethical issues, limitations of personalization, and broader impacts of AIED, including its effectiveness, effects on human thinking, and risks like techno-solutionism, AIED colonialism, and the commercialization of education. The authors call for a thoughtful, human-centered approach to AIED, focusing on enhancing human cognition and learning instead of replacing teachers and traditional educational methods.

Evaluation
The article is well-organized and methodologically rigorous, presenting a detailed catalog of AIED systems and useful examples drawn from both research and practice. Holmes and Tuomi balance technical explanation with reflection so the content is accessible to a diverse audience that includes educators, policymakers, and researchers. The discussion of ethical considerations and societal impact of AIED deepens the analysis and illustrates the importance of responsible and equitable implementation. The article would be further strengthened by the inclusion of additional empirical evidence and case studies that substantiate the authors’ claims about the efficacy and impact of AIED in various educational settings.

Reflection on Applicability
The insights provided into AIED’s potential for personalization and support of learners with disabilities are especially relevant for the design of sex and relationship digital curricula for autistic youth. Technologies such as AI-assisted applications and exploratory learning environments (ELEs) could be adapted to develop interactive, personalized learning experiences tailored to the distinct needs of autistic learners. The article’s focus on ethical imperatives, including the avoidance of discrimination and the assurance of transparency, is vital when creating sensitive educational content. Furthermore, the emphasis on human agency and collaboration in education highlights the necessity of integrating AI as a supportive tool rather than a replacement for human educators, thereby promoting social interaction and personal development within course materials.

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