Skip to main content

Research Repository

Advanced Search

Dr Cristina Costa's Outputs (47)

Generative Artificial Intelligence in Education: (What) Are we thinking? (2025)
Journal Article
Costa, C., & Murphy, M. (online). Generative Artificial Intelligence in Education: (What) Are we thinking?. Learning, Media and Technology, https://doi.org/10.1080/17439884.2025.2518258

Debates linking generative artificial intelligence (Gen-AI) to knowledge work have become increasingly popular, with discussions of technological innovation and information production efficiency central to the justification of its integration in educ... Read More about Generative Artificial Intelligence in Education: (What) Are we thinking?.

Critical education, generative artificial intelligence and the tyranny of freedom: a critique of modern 'technocracy' (2025)
Journal Article
Costa, C., & Murphy, M. (in press). Critical education, generative artificial intelligence and the tyranny of freedom: a critique of modern 'technocracy'. Technology, Pedagogy and Education,

This paper provides a critical analysis of Gen-AI technologies in relation to critical education, with the purpose of raising questions regarding their role as the liberators of learning. Much has already been written about Gen-AI technologies, espec... Read More about Critical education, generative artificial intelligence and the tyranny of freedom: a critique of modern 'technocracy'.

The digital public sphere, universities and intellectualising thepublic (2025)
Journal Article
Murphy, M., & Costa, C. (online). The digital public sphere, universities and intellectualising thepublic. Studies in Higher Education, https://doi.org/10.1080/03075079.2025.2500694

This article explores the role of universities in fostering public intellectualism in the rapidly developing digital public sphere. Specifically, the paper asks: Is there a viable role for universities in shaping and encouraging critical reasoning an... Read More about The digital public sphere, universities and intellectualising thepublic.

Social Media (2024)
Book
Costa, C., McIlvaney, N., & Simpson, J. (Eds.). (2024). Social Media. Durham. https://doi.org/10.5281/zenodo.13961068

This book is part of a three-book collection focused on different aspects of young people’s (pre-teens) experiences with the digital world. It is also a resource for teachers, parents, mentors, and guardians in supporting conversations with and about... Read More about Social Media.

International Literacy Day: How picture books can open up discussion about social media with children (2024)
Newspaper / Magazine
Costa, C. (2024). International Literacy Day: How picture books can open up discussion about social media with children

Should we ban young children from social media? Do children know the pitfalls of TikTok, Instagram and Snapchat? To coincide with the celebration of International Literacy Day, we talked to Dr Cristina Costa, from our School of Education, who has bee... Read More about International Literacy Day: How picture books can open up discussion about social media with children.

HodgeRank as a new tool to explore the structure of a social representation (2024)
Journal Article
Oliveira, L. R. N., Lunardi, J. T., Calçada, M., Pereira, A. . L., de Jesuz, D. A. F., & Costa, C. (2024). HodgeRank as a new tool to explore the structure of a social representation. Frontiers in Physics, 12, Article 23. https://doi.org/10.3389/fphy.2024.1333727

Social representation theory is a branch of social psychology that aims to identify the framework of concepts, ideas, opinions, beliefs, or feelings shared by the individuals within a social group, regarding a social object. Two main problems arise i... Read More about HodgeRank as a new tool to explore the structure of a social representation.

Internationalising teacher education at home: developing empathy through the sense of otherness in language learning (2023)
Journal Article
Li, H., & Costa, C. (online). Internationalising teacher education at home: developing empathy through the sense of otherness in language learning. European Journal of Teacher Education, 1-19. https://doi.org/10.1080/02619768.2023.2259082

This study explored how Chinese and Scottish student-teachers from two case-study universities perceived their experiences in foreign language learning in both formal and informal contexts within their home countries, and how the status of a foreign... Read More about Internationalising teacher education at home: developing empathy through the sense of otherness in language learning.

Digital Education Colonized by Design: Curriculum Reimagined (2023)
Journal Article
Costa, C., Bhatia, P., Murphy, M., & Pereira, A. L. (2023). Digital Education Colonized by Design: Curriculum Reimagined. Education Sciences, 13(9), Article 895. https://doi.org/10.3390/educsci13090895

This paper enlists Paulo Freire’s work to explore the interplay between technology and pedagogy from a decolonial approach, thus stressing the importance of adopting a critical stance to the facilitation of digital education experiences. It starts by... Read More about Digital Education Colonized by Design: Curriculum Reimagined.

Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic (2023)
Journal Article
Costa, C., & Li, H. (online). Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic. Learning, Media and Technology, https://doi.org/10.1080/17439884.2023.2218097

This paper explores how COVID-19 affected the experiences of international students enrolled to UK on-campus universities and how they made sense, navigated and lived out the on-line university as the possible educational alternative put in place dur... Read More about Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic.

Social theory and methodology in education research: From conceptualisation to operationalisation (2022)
Book Chapter
Murphy, M., & Costa, C. (2022). Social theory and methodology in education research: From conceptualisation to operationalisation. In M. Murphy (Ed.), Social Theory and Education Research Understanding Foucault, Habermas,Bourdieu and Derrida (24-43). (2nd Edition). Routledge. https://doi.org/10.4324/9781003156550-3

This chapter argues that the field of education should consider more fully the ways in which social theory is utilised in contemporary forms of education research. At the centre of this consideration should be a concern to develop a form of critical... Read More about Social theory and methodology in education research: From conceptualisation to operationalisation.