JAINe – Jönköping university AI Network

At the core of JAINe lies a commitment to interdisciplinary collaboration, where diverse academic and professional backgrounds come together to address shared challenges with AI-driven research and education. We bring participants from across fields into dialogue as we recognize the opportunities with working across disciplines, and the need to deal with challenges, such as: communication barriers, differences in academic cultures, time constraints, and diverging assumptions about knowledge, ethics, and responsibility. That is why we focus on creating open, dialogic environments that support mutual learning and trust-building over time.

Through co-creation formats, flexible learning modules, and shared experimentation in AI-enhanced settings, we enable participants to share and develop knowledge, test ideas, and build competencies together. AI literacy is not treated as a technical add-on, but as a shared area of development that involves a range of disciplines across JU faculties.

Title: ALIVE - AI for Language, Imagination, and Voice in Education. Supporting Prospective Teachers’ Academic and Professional Literacy through AI-Enhanced Environments

Problem Formulation
In today's rapidly evolving educational landscape, AI is reshaping what students learn and how, particularly in language education. Yet, L1 (first language) teacher education remains underexplored in terms of how AI can be used pedagogically to support the development of academic and professional literacy. Prospective teachers often struggle with mastering written, genre-specific, and academic forms of expression that are crucial for their future roles. At the same time, most AI tools are either general-purpose or STEM-oriented, lacking tailored support for L1 teaching and learning practices.

Aim and Scope
This project addresses the urgent need to develop and critically investigate AI-supported learning environments tailored for prospective L1 teachers. It explores how personalized learning pathways, profiled AI agents (such as genre-sensitive writing assistants), and dialogic chatbot practices can support student teachers in developing their own academic and professional written language. The project aims to bridge the gap between disciplinary writing norms and individual learning trajectories in teacher education.

Key Research Questions

1. How can AI-enhanced environments be designed to support the development of academic and professional literacy in prospective L1 teachers?
2. What roles do personalized pathways and AI personas play in shaping student teachers’ writing processes and metalinguistic awareness?

How do student teachers engage with dialogic AI practices (e.g., chatbot-based scaffolding) in their learning, and what forms of critical reflection and creativity emerge from these interactions?

Title: Futures Day

The project aims to strengthen students’ future competencies by combining creative writing with artificial intelligence (AI). Central to the initiative are students’ own ideas about technology and the role of AI in the future. The project promotes AI literacy as a critical, creative, and communicative competence by working across disciplines and engaging both STEM and social sciences and humanities (SSH) perspectives.

The project supports a broader understanding of AI, not just as a technical system, but as socio-technical arrangements, thereby bridging SSH and STEM knowledge cultures in meaningful ways wherein students are active in the learning loop.