The Department of Curriculum and Instruction (C&I), The Education University of Hong Kong (EdUHK), is pleased to announce the publication of an editorial titled AI-assisted feedback: students’ feedback perceptions, emotions, actions, and literacies in Educational Psychology, a leading international journal in educational psychology.
The editorial is co-authored by Dr Lan Yang (Joy), Professor Zi Yan, and Professor Chee Kit Looi (Department of Curriculum and Instruction, EdUHK), together with Professor Ming Ming Chiu (Department of Special Education and Counselling, EdUHK) and Professor Dragan Gašević (Monash University, Australia). The paper serves as Part I of a two-part Special Issue on AI-assisted feedback and was published online in December 2025.
Drawing on seven recent empirical and synthesis studies conducted across multiple regions, the editorial provides a structured synthesis of emerging evidence on how generative AI is reshaping feedback processes, learners’ perceptions, emotions, actions, and feedback literacies. The paper further adopts the conceptual framework proposed by Ba et al. (2025) to situate current findings across macro (AI mechanisms and ethical contexts), meso (pedagogical feedback focus), micro (feedback complexity), and learner-pathway dimensions, offering a coherent lens for future research.
The publication reflects ongoing research activity at EdUHK in the areas of AI-assisted feedback, assessment for/as learning, and feedback literacy, and illustrates collaboration across departments within the University as well as with international research partners.
To link to this article: https://doi.org/10.1080/01443410.2026.2599638
