The crux of Dr. Lee’s work lies in constructing virtual student agents—chatbots with distinct personalities and learning profiles—that serve as proxies for real elementary learners in an online math class setting. These AI agents are named Gabriel, Noah, and Jiwoo, each manifesting unique behavioral and cognitive traits that embody a spectrum of learner archetypes. Gabriel, portrayed as a playful yet mathematically adept student, contrasts with Noah, who shares a similar playful disposition but grapples with comprehension difficulties. Jiwoo, meanwhile, represents articulate learners possessing specific misconceptions, enriching the realism and variability of the simulated classroom environment. Such differentiation allows pre-service teachers to encounter a wide array of student thought processes, preparing them to adapt their pedagogical strategies responsively.

The theoretical foundation underpinning this innovative approach draws heavily from Jean Piaget’s socio-cognitive conflict theory, a paradigm that posits cognitive development emerges through social negotiation and perspective-taking among peers. Piaget emphasized that grappling with divergent viewpoints—even incorrect ones—fosters deeper conceptual understanding through discourse and negotiation. Dr. Lee’s AI agents embody this principle by enabling teachers to engage in dialogic exchanges that probe, challenge, and extend student reasoning, effectively simulating the cognitive conflicts that spark learning growth. This alignment with robust educational theory ensures the system’s fidelity to authentic learning dynamics rather than mere rote interactions.

Traditional teacher training has often been hamstrung by limited avenues for practicing responsive engagement with students in real time. Conventional methods, such as peer role-playing or instructor simulations, frequently fall short due to the artificiality of adult participants mimicking child learners. Adults may fail to authentically emulate the spontaneity, misconceptions, or reasoning patterns genuinely apparent in children’s mathematical thinking. In contrast, Dr. Lee’s AI agents provide continuous, scalable, and authentic interaction opportunities that more accurately mirror real classroom experiences, thereby enhancing the ecological validity of teacher preparation programs.

Technically, the agent system integrates sophisticated natural language processing and machine learning algorithms to interpret and respond to pre-service teachers’ questions and explanations in real time. Each virtual student processes inputs uniquely according to their predefined cognitive and affective profiles, enabling nuanced feedback and interaction reflective of individual learner differences. In initial deployments, the agents utilized IBM Watsonx technology, a state-of-the-art AI and data platform, which contributed robust linguistic models and adaptability features to the system architecture. This synergy between educational theory and cutting-edge AI tooling epitomizes the interdisciplinary innovation driving this project.

The system’s iterative refinement has involved collaboration beyond Kennesaw State University, notably partnering with the University of Missouri’s teacher education program. This partnership has facilitated two rounds of implementations, providing valuable empirical feedback to optimize agent design, interaction modalities, and instructional modules featured within the platform. Early responses from student teachers who engaged with the virtual agents underscore the system’s efficacy; many participants reported that interactions felt more authentic and insightful than traditional preparatory exercises, highlighting the system’s potential to revolutionize how teacher responsiveness skills are cultivated.

Responsive teaching itself centers on diagnosing and building upon students’ existing mathematical ideas—even when those ideas involve misconceptions—through strategic questioning and dialogue. Dr. Lee’s system allows pre-service teachers to exercise this skill in a safe, controlled environment where they can experiment with different questioning strategies and observe immediate virtual student reactions. This practice facilitates greater teacher sensitivity to the nuances of student thinking and fosters the development of instructional agility, attributes crucial for effective mathematics education that promotes reasoning and positive student attitudes.

The broader implications of this research extend beyond individual teacher preparation. By embedding responsive teaching practices more deeply into educator training, the initiative aims to address persistent challenges in US mathematics education characterized by widespread student struggles with conceptual understanding and engagement. Enhancing teacher facility in eliciting and interpreting diverse student reasoning could catalyze improvements in mathematical literacy and foster more inclusive learning environments where students’ cognitive and emotional needs are more effectively met.

Looking forward, Dr. Lee envisions broad dissemination of this technology across teacher education programs nationally and potentially internationally. Following a planned third round of testing and further system enhancements, the AI agents and accompanying instructional resources are slated for public release to enable widespread adoption. This objective aligns with contemporary calls for scalable, technology-enhanced teacher training tools that can prepare educators more effectively and inclusively.

The innovative blend of AI-driven student simulation and foundational educational theory exemplified in Dr. Lee’s work has garnered noteworthy academic recognition. Findings have been disseminated in high-impact scholarly outlets such as Computers & Education, Journal of Computer Assisted Learning, and Journal of Mathematics Teacher Education, underscoring the project’s academic rigor and broad relevance to educational technology and mathematics pedagogy fields. Additionally, IBM’s spotlight on the initiative via its Smart Talks podcast, featuring conversations with renowned figures like Malcolm Gladwell, underscores the broader cultural and technological significance of this research.

Ultimately, Dr. Lee’s AI-powered agent system represents a pioneering synthesis of technology and pedagogy, addressing longstanding challenges in teacher preparation with scalable, interactive, and theoretically grounded solutions. As the system evolves, it promises not only to transform how future educators learn but also to contribute meaningfully to improving student mathematical reasoning and fostering more positive attitudes toward mathematics nationwide.

Subject of Research: Artificial intelligence in teacher education for responsive mathematics teaching.

Article Title: Revolutionizing Teacher Preparation: AI Agents Simulate Realistic Student Interactions in Mathematics Education.

News Publication Date: Not specified.

Web References:

• Bagwell College of Education at Kennesaw State University
• Computers & Education Journal
• Journal of Computer Assisted Learning
• Journal of Mathematics Teacher Education
• IBM Smart Talks Podcast

References:
Lee, D. (2022). Studies published in Computers & Education, Journal of Computer Assisted Learning, Journal of Mathematics Teacher Education.

Image Credits: Matt Yung / Kennesaw State University

Keywords

Artificial intelligence, responsive teaching, teacher training, mathematics education, educational technology, AI agents, pre-service teachers, student simulation, natural language processing, cognitive development, Piaget’s theory, IBM Watsonx.

Hurtado’s research portfolio intricately investigates the complex dynamics surrounding the transition to college, emphasizing not only the empirical understanding of campus racial climates but also the intricate pathways and interventions crucial to STEM education. Her scholarship rigorously centers on equity for historically marginalized student populations and advocates institutional transformations to foster inclusivity. The technical robustness of her work is highlighted by funding from premier institutions such as the Institute of Education Sciences, the National Institutes of Health, and the National Science Foundation. Additional prestigious support from the Spencer Foundation, Ford Foundation, the Howard Hughes Medical Institute, and the Gates Foundation underscores the transformative potential embedded in her research endeavors.

Her deep commitment to educational advancement extends well beyond research funding. Hurtado’s service to AERA encompasses multiple leadership roles, including her tenure as a member-at-large on the AERA Executive Board and Council from 2019 to 2022. During this period, she notably functioned as the Council’s liaison to the AERA Journal Publications Committee, facilitating rigorous peer review processes that maintain the association’s scholarly standards. Her earlier contributions involved service on the stringent AERA Nominating Committee from 2015 to 2017, where her discernment shaped the composition of the organization’s leadership and strategic directions.

Hurtado’s engagement with AERA predates her formal leadership roles, originating in her graduate school years and extending into specialized areas such as Division J—Postsecondary Education, and Division G—Social Content of Education. In addition, she has been a vital contributor to the Latina/o/x Research Issues and Mixed Methods Research Special Interest Groups, reflecting a broad methodological and substantive expertise. Her induction into the AERA Fellowship in 2011 recognized her scholarly excellence, further complemented by awards such as the 2018 AERA Social Justice in Education Award and the 2015 Division J Exemplary Research Award. Her 2021 AERA Distinguished Lecture, titled “The Inevitability of Racial Bias and Exclusion: Implications for Identity-Based Education and Practice,” provided groundbreaking insights into persistent systemic inequities and informed identity-conscious pedagogical strategies.

Since 2023, Hurtado has co-edited one of AERA’s flagship peer-reviewed journals, Educational Evaluation and Policy Analysis, steering the dissemination of cutting-edge research that shapes educational policy at multiple levels. Her editorial leadership further cements her influence on the academic discourse surrounding educational equity, policy, and institutional transformation.

Her academic distinction is further reinforced by her election to the National Academy of Education in 2019, where she actively serves on the board of directors. Hurtado’s leadership history includes her past presidency of the Association for the Study of Higher Education in 2005 and directing major research centers such as the University of Michigan’s Center for the Study of Higher and Postsecondary Education. Her decade-long directorship at UCLA’s Higher Education Research Institute enabled her to significantly influence research-driven initiatives addressing higher education’s evolving challenges worldwide.

Beyond academia, Hurtado’s formative experiences growing up in a segregated community as a first-generation Latina college student have deeply informed her professional trajectory. These lived experiences inspired her early career roles as a certified teacher and advocate in college admissions and student support programs, exemplifying her belief in research as a means of empowerment and social change. This personal narrative amplifies the relevance of her work within real-world educational contexts, intertwining empirical rigor with lived realities.

As Hurtado steps into the AERA presidency in 2027, she will take over from Jerome Morris, the E. Desmond Lee Endowed Professor of Urban Education at the University of Missouri—St. Louis. Morris is set to begin his presidency at the association’s 2026 annual meeting, which will be held in Los Angeles, California, symbolizing a notable handover between two eminent scholars committed to equity and excellence in educational research.

In the 2026 election cycle, alongside Hurtado’s ascension, several distinguished scholars were elected to the AERA Council as members-at-large and division vice presidents-elect. Rochelle Gutierrez of the University of Illinois Urbana-Champaign and Kimberly Griffin of the University of Maryland were chosen for their roles as members-at-large, bringing fresh perspectives during their three-year terms beginning in 2026–2027. Furthermore, four division vice presidents-elect will join the Council in 2027–2028, representing diverse domains of educational research, namely Administration, Organization, and Leadership; Learning and Instruction; Measurement and Research Methodologies; and Education in the Professions. Their upcoming tenure promises to enrich AERA’s interdisciplinary approach.

Moreover, leadership within the Graduate Student Council is set to see new vigor with the election of Olesia Pavlenko, a doctoral candidate from the University of New Hampshire, as chair-elect. Her involvement signifies the important role of emerging scholars in the future of educational research leadership and innovation.

The official and complete results of the 2026 AERA elections will be posted on the association’s website by March 6, providing comprehensive details about the outcomes and further cementing transparency and community engagement within this leading educational research body.

Founded over a century ago, in 1916, the American Educational Research Association continues to stand as the largest interdisciplinary national research organization dedicated to the scientific study of education and learning. AERA is devoted to advancing rigorous scholarly inquiry that influences education policy and practice, advocating the application of evidence-based research to improve education systems and promote social equity. The association maintains a dynamic presence across numerous digital platforms, including Facebook, X (formerly Twitter), LinkedIn, Instagram, Threads, and Bluesky, ensuring widespread dissemination and engagement within the educational research community and broader public spheres.

Sylvia Hurtado’s election as AERA president-elect represents not only a professional achievement but a beacon for progressive educational reform rooted in empirical research, equity, and transformative institutional change. Her multidisciplinary, methodologically varied, and socially conscious body of work is an inspiring model for how educational research can advance justice and inclusivity within learning environments at all levels.

Subject of Research: Educational equity, campus racial climate, STEM education pathways, institutional transformation, and postsecondary education
Article Title: Sylvia Hurtado Elected President-Elect of the American Educational Research Association, Championing Equity and Institutional Transformation
News Publication Date: March 3, 2026
Web References: https://www.aera.net/
Keywords: Sylvia Hurtado, American Educational Research Association, AERA presidency, educational equity, campus racial climate, STEM pathways, institutional transformation, higher education research, postsecondary education, educational policy, social justice in education

At The University of Texas at Arlington, an innovative educational initiative is underway aimed at enriching undergraduate students’ comprehension of natural resources and their broader societal implications. Faculty members from the College of Education and the College of Science are collaboratively redesigning a pivotal course within the Department of Earth and Environmental Sciences. This initiative is financially supported by a grant from the National Science Foundation’s Improving Undergraduate STEM Education program, underscoring its national relevance and commitment to academic excellence.

The revamped course, titled ENVR 2316: Conservation of Natural Resources, seeks to immerse students in the multifaceted realm of resource conservation encompassing food, air, and water. The curriculum is designed not only to disseminate factual knowledge but also to equip students with decision-making frameworks that facilitate informed and responsible stewardship. Silvia Jessica Mostacedo Marasovic, a postdoctoral research associate in the Department of Higher Education, Adult Learning, and Organizational Studies, emphasizes the course’s practical orientation—using relatable, everyday decision-making scenarios as an entry point for understanding more complex environmental challenges.

Dr. Marasovic highlights how this pedagogical strategy bridges theoretical concepts with real-world applications. Students will engage with decision-making processes ranging from mundane choices, such as selecting a pet or vacation destination, to intricate resource management disputes necessitating collaborative resolutions among diverse stakeholders. This dual approach ensures that learners internalize critical thinking skills applicable across both personal and professional domains, ultimately cultivating a generation capable of making sustainable choices.

Leading this endeavor, Cory Forbes, the Fenton Wayne Robnett endowed professor and principal investigator, elaborates on the research underpinning this curriculum development. Their study focuses on enhancing students’ decision-making abilities through innovative teaching methodologies, striving to foster cognitive skills that transcend traditional science education. Central to this effort is the integration of game theory principles, a mathematical framework that elucidates strategic interactions among multiple decision-makers.

Incorporating game theory into the curriculum offers a unique lens through which students can examine the complex dynamics of stakeholder engagement in resource management. This method enables learners to appreciate how individual choices intersect with collective outcomes, revealing underlying incentives and potential conflicts. By simulating scenarios involving varied interest groups, the course encourages analytical rigor and empathetic understanding, essential for navigating the political, economic, and ecological dimensions of conservation.

Dr. Forbes underscores the importance of cultivating purposefulness in student decision-making processes. Recognizing the intricate web of factors, evidence, and potential impacts influencing environmental issues is crucial, particularly when reconciling competing interests. The ability to holistically evaluate such complexities prepares students not only for careers in environmental sciences but also equips them with transferable problem-solving competencies applicable in numerous societal contexts.

Arne Winguth, chair of the Earth and Environmental Sciences Department, attests to the strategic significance of this course within UTA’s broader environmental science degree program. He articulates the necessity of training emerging scientists in sustainable practices encompassing water resource management, ecosystem stewardship, and land-use planning. This emphasis aligns with global imperatives to balance human development with ecological integrity, ensuring long-term resilience amid environmental change.

As the course prepares to launch in fall 2026, it embodies a proactive step toward embedding sustainability principles into higher education. Students completing the course will be adept at applying sophisticated decision-making tools, informed by interdisciplinary perspectives, to tackle pressing resource challenges. This educational advancement aims to engender professionals capable of fostering sustainable communities that harmonize economic vitality with ecological health.

Moreover, this initiative reflects an evolving paradigm in science education—one that prioritizes active learning, interdisciplinary integration, and real-world relevance. By fostering critical engagement and collaborative problem-solving, the program epitomizes the direction of contemporary STEM curricula designed to meet complex 21st-century challenges. The intersection of environmental science, education, and decision theory in this course exemplifies this transformative approach.

The University of Texas at Arlington’s commitment to this innovative curriculum is further contextualized by its stature as a leading public research university within the Dallas-Fort Worth metroplex. With a large and diverse student body, and recognition as a Carnegie R-1 institution, UTA is positioned to influence regional and national conversations on sustainability education. The university’s emphasis on access and economic impact underscores its broader mission to foster social progress through knowledge dissemination and applied research.

In summation, the curricular redesign spearheaded by UTA faculty represents a significant contribution to natural resource education. By combining foundational ecological knowledge with cutting-edge decision science tools, the course promises to empower students with the skills necessary to navigate and resolve complex environmental dilemmas. As global pressures on natural resources intensify, such educational innovations are essential for cultivating informed, responsible leadership capable of forging sustainable futures.

Subject of Research: Conservation and decision-making frameworks in natural resource management education.

Article Title: Innovative Curriculum Integrates Game Theory to Enhance Natural Resource Conservation Education at UTA

News Publication Date: Not specified

Web References:
– https://www.uta.edu/academics/schools-colleges/education/
– https://www.uta.edu/academics/schools-colleges/science/
– https://www.uta.edu/academics/schools-colleges/science/departments/ees
– https://www.uta.edu/academics/faculty/profile?user=cory.forbes
– https://www.uta.edu/130

Image Credits: The University of Texas at Arlington

Keywords: Environmental sciences, Natural resources, Natural resources management