Artificial intelligence (AI), conversational agents, and generative AI: implications for adult education practice and research

In this editorial, we dig into some of the AIED literature and beyond to stimulate reflection on a few aspects central to adult educators and researchers: What are the potential and limits of using AI technologies to support teaching and learning processes? What knowledge should adults acquire to avoid being left behind in their studies, profession, and other daily life areas? Can adult education researchers also benefit from the use of AI technologies? What ethical concerns should adult educators and researchers have in using AI technologies for their profession? To do so, we first elucidate what we talk about when we speak of AI technologies and what is known about the use of conversational agents in education before centring attention on the relationships between AI technologies and adults’ lives, education, and learning. Finally, we briefly consider using AI technologies for research.