Ενδεικτική βιβλιογραφία
Alawneh, Y. J. J., Radwan, E. N. Z., Salman, F. N., Makhlouf, S. I., Makhamreh, K., & Alawneh, M. S. (2024). Ethical Considerations in the Use of AI in Primary Education: Privacy, Bias, and Inclusivity. 2024 International Conference on Knowledge Engineering and Communication Systems (ICKECS), 1, 1–6. DOI: 10.1109/ICKECS61492.2024.10616986
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y
Heeg, D. M., & Avraamidou, L. (2023). The use of Artificial intelligence in school science: a systematic literature review. Educational Media International, 60(2), 125–150. https://doi.org/10.1080/09523987.2023.2264990
Miao, F., Holmes, W. (2023). Guidance for generative AI in education and research, UNESCO, Paris, https://unesdoc.unesco.org/ark:/48223/pf0000386693
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and Generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–251. https://doi.org/10.1080/21532974.2023.2247480
Peikos, G., & Stavrou, D. (2025). ChatGPT for Science Lesson Planning: An Exploratory Study Based on Pedagogical Content Knowledge. Education Sciences, 15(3), 338. https://doi.org/10.3390/educsci15030338
U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. available at https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
Uğraş, H., Uğraş, M., Papadakis, S., & Kalogiannakis, M. (2024). ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices. Sustainability, 16(22), 9855. https://doi.org/10.3390/su16229855
Voutyrakou, D., Katsiampoura, G. & Skordoulis, C. (2025). Fairness in AI: When are AI Tools Gender-Biased?. Advances in Applied Sociology, 15, 204-235. doi: 10.4236/aasoci.2025.153011
