Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
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Energy-based model
An energy-based model (EBM), also called Canonical Ensemble Learning (CEL) or Learning via Canonical Ensemble (LCE), is an application of canonical ensemble formulation from statistical physics for learning from data. The approach prominently appears in generative artificial intelligence. EBMs provide a unified framework for many probabilistic and non-probabilistic approaches to such learning, particularly for training graphical and other structured models. An EBM learns the characteristics of a target dataset and generates a similar but larger dataset. EBMs detect the latent variables of a dataset and generate new datasets with a similar distribution. Energy-based generative neural networks is a class of generative models, which aim to learn explicit probability distributions of data in the form of energy-based models, the energy functions of which are parameterized by modern deep neural networks. Boltzmann machines are a special form of energy-based models with a specific parametrization of the energy. == Description == For a given input x {\displaystyle x} , the model describes an energy E θ ( x ) {\displaystyle E_{\theta }(x)} such that the Boltzmann distribution P θ ( x ) = e − β E θ ( x ) Z ( θ ) {\displaystyle P_{\theta }(x)={e^{-\beta E_{\theta }(x)} \over Z(\theta )}} is a probability (density), and typically β = 1 {\displaystyle \beta =1} . Since the normalization constant: Z ( θ ) := ∫ x ∈ X e − β E θ ( x ) d x {\displaystyle Z(\theta ):=\int _{x\in X}e^{-\beta E_{\theta }(x)}dx} (also known as the partition function) depends on all the Boltzmann factors of all possible inputs x {\displaystyle x} , it cannot be easily computed or reliably estimated during training simply using standard maximum likelihood estimation. However, for maximizing the likelihood during training, the gradient of the log-likelihood of a single training example x {\displaystyle x} is given by using the chain rule: ∂ θ log ( P θ ( x ) ) = E x ′ ∼ P θ [ ∂ θ E θ ( x ′ ) ] − ∂ θ E θ ( x ) ( ∗ ) {\displaystyle \partial _{\theta }\log \left(P_{\theta }(x)\right)=\mathbb {E} _{x'\sim P_{\theta }}[\partial _{\theta }E_{\theta }(x')]-\partial _{\theta }E_{\theta }(x)\,()} The expectation in the above formula for the gradient can be approximately estimated by drawing samples x ′ {\displaystyle x'} from the distribution P θ {\displaystyle P_{\theta }} using Markov chain Monte Carlo (MCMC). Early energy-based models, such as the 2003 Boltzmann machine by Hinton, estimated this expectation via blocked Gibbs sampling. Newer approaches make use of more efficient Stochastic Gradient Langevin Dynamics (LD), drawing samples using: x 0 ′ ∼ P 0 , x i + 1 ′ = x i ′ − α 2 ∂ E θ ( x i ′ ) ∂ x i ′ + ϵ {\displaystyle x_{0}'\sim P_{0},x_{i+1}'=x_{i}'-{\frac {\alpha }{2}}{\frac {\partial E_{\theta }(x_{i}')}{\partial x_{i}'}}+\epsilon } , where ϵ ∼ N ( 0 , α ) {\displaystyle \epsilon \sim {\mathcal {N}}(0,\alpha )} . A replay buffer of past values x i ′ {\displaystyle x_{i}'} is used with LD to initialize the optimization module. The parameters θ {\displaystyle \theta } of the neural network are therefore trained in a generative manner via MCMC-based maximum likelihood estimation: the learning process follows an "analysis by synthesis" scheme, where within each learning iteration, the algorithm samples the synthesized examples from the current model by a gradient-based MCMC method (e.g., Langevin dynamics or Hybrid Monte Carlo), and then updates the parameters θ {\displaystyle \theta } based on the difference between the training examples and the synthesized ones – see equation ( ∗ ) {\displaystyle ()} . This process can be interpreted as an alternating mode seeking and mode shifting process, and also has an adversarial interpretation. Essentially, the model learns a function E θ {\displaystyle E_{\theta }} that associates low energies to correct values, and higher energies to incorrect values. After training, given a converged energy model E θ {\displaystyle E_{\theta }} , the Metropolis–Hastings algorithm can be used to draw new samples. The acceptance probability is given by: P a c c ( x i → x ∗ ) = min ( 1 , P θ ( x ∗ ) P θ ( x i ) ) . {\displaystyle P_{acc}(x_{i}\to x^{})=\min \left(1,{\frac {P_{\theta }(x^{})}{P_{\theta }(x_{i})}}\right).} == History == The term "energy-based models" was first coined in a 2003 JMLR paper where the authors defined a generalisation of independent components analysis to the overcomplete setting using EBMs. Other early work on EBMs proposed models that represented energy as a composition of latent and observable variables. == Characteristics == EBMs demonstrate useful properties: Simplicity and stability. The EBM is the only object that needs to be designed and trained. Separate networks need not be trained to ensure balance. Adaptive computation time. An EBM can generate sharp, diverse samples or (more quickly) coarse, less diverse samples. Given infinite time, this procedure produces true samples. Flexibility. In Variational Autoencoders (VAE) and flow-based models, the generator learns a map from a continuous space to a (possibly) discontinuous space containing different data modes. EBMs can learn to assign low energies to disjoint regions (multiple modes). Adaptive generation. EBM generators are implicitly defined by the probability distribution, and automatically adapt as the distribution changes (without training), allowing EBMs to address domains where generator training is impractical, as well as minimizing mode collapse and avoiding spurious modes from out-of-distribution samples. Compositionality. Individual models are unnormalized probability distributions, allowing models to be combined through product of experts or other hierarchical techniques. == Experimental results == On image datasets such as CIFAR-10 and ImageNet 32x32, an EBM model generated high-quality images relatively quickly. It supported combining features learned from one type of image for generating other types of images. It was able to generalize using out-of-distribution datasets, outperforming flow-based and autoregressive models. EBM was relatively resistant to adversarial perturbations, behaving better than models explicitly trained against them with training for classification. == Applications == Target applications include natural language processing, robotics and computer vision. The first energy-based generative neural network is the generative ConvNet proposed in 2016 for image patterns, where the neural network is a convolutional neural network. The model has been generalized to various domains to learn distributions of videos, and 3D voxels. They are made more effective in their variants. They have proven useful for data generation (e.g., image synthesis, video synthesis, 3D shape synthesis, etc.), data recovery (e.g., recovering videos with missing pixels or image frames, 3D super-resolution, etc), data reconstruction (e.g., image reconstruction and linear interpolation ). == Alternatives == EBMs compete with techniques such as variational autoencoders (VAEs), generative adversarial networks (GANs) or normalizing flows. == Extensions == === Joint energy-based models === Joint energy-based models (JEM), proposed in 2020 by Grathwohl et al., allow any classifier with softmax output to be interpreted as energy-based model. The key observation is that such a classifier is trained to predict the conditional probability p θ ( y | x ) = e f → θ ( x ) [ y ] ∑ j = 1 K e f → θ ( x ) [ j ] for y = 1 , … , K and f → θ = ( f 1 , … , f K ) ∈ R K , {\displaystyle p_{\theta }(y|x)={\frac {e^{{\vec {f}}_{\theta }(x)[y]}}{\sum _{j=1}^{K}e^{{\vec {f}}_{\theta }(x)[j]}}}\ \ {\text{ for }}y=1,\dotsc ,K{\text{ and }}{\vec {f}}_{\theta }=(f_{1},\dotsc ,f_{K})\in \mathbb {R} ^{K},} where f → θ ( x ) [ y ] {\displaystyle {\vec {f}}_{\theta }(x)[y]} is the y-th index of the logits f → {\displaystyle {\vec {f}}} corresponding to class y. Without any change to the logits it was proposed to reinterpret the logits to describe a joint probability density: p θ ( y , x ) = e f → θ ( x ) [ y ] Z ( θ ) , {\displaystyle p_{\theta }(y,x)={\frac {e^{{\vec {f}}_{\theta }(x)[y]}}{Z(\theta )}},} with unknown partition function Z ( θ ) {\displaystyle Z(\theta )} and energy E θ ( x , y ) = − f θ ( x ) [ y ] {\displaystyle E_{\theta }(x,y)=-f_{\theta }(x)[y]} . By marginalization, we obtain the unnormalized density p θ ( x ) = ∑ y p θ ( y , x ) = ∑ y e f → θ ( x ) [ y ] Z ( θ ) =: e − E θ ( x ) , {\displaystyle p_{\theta }(x)=\sum _{y}p_{\theta }(y,x)=\sum _{y}{\frac {e^{{\vec {f}}_{\theta }(x)[y]}}{Z(\theta )}}=:e^{-E_{\theta }(x)},} therefore, E θ ( x ) = − log ( ∑ y e f → θ ( x ) [ y ] Z ( θ ) ) , {\displaystyle E_{\theta }(x)=-\log \left(\sum _{y}{\frac {e^{{\vec {f}}_{\theta }(x)[y]}}{Z(\theta )}}\right),} so that any classifier can be used to define an energy function E θ ( x ) {\displaystyle E_{\theta }(x)} .
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