{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,11]],"date-time":"2026-07-11T23:37:14Z","timestamp":1783813034072,"version":"3.55.0"},"reference-count":87,"publisher":"Emerald","issue":"8","license":[{"start":{"date-parts":[[2025,8,19]],"date-time":"2025-08-19T00:00:00Z","timestamp":1755561600000},"content-version":"vor","delay-in-days":7,"URL":"https:\/\/creativecommons.org\/licences\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025,12,15]]},"abstract":"<jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>This paper aims to explore the initial formation of organizing visions within digital platforms regarding the use of Generative Artificial Intelligence (GAI) in education. It examines how these emerging visions align with\u00a0official guidelines. Understanding the early development of these organizing visions and the consensus formation around official guidelines for GAI in education has significant research and practical implications.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design\/methodology\/approach<\/jats:title>\n                    <jats:p>The present study uses a multimethodological approach with qualitative content-coding and inductive thematic analysis of digital trace data from the social media platform X and deductive thematic analysis of guideline documents. It first examines organizing visions within digital platforms through 1,260 tweets, focusing on opportunities and challenges posed by GAI, particularly ChatGPT, in educational settings. The study then analyses practical guidelines from international organizations, governments, and universities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>The empirical findings demonstrate that, although all three Organizing Vision (OV) functions are present in the early development of OVs for GAI in education, early-stage online discourse predominantly emphasizes the legitimation function. The findings also indicate a noticeable alignment between the topics discussed in the early development of OVs for GAI in education and the official guidelines and policies issued by international organizations, governments, and universities worldwide, indicating the need for educational reform, and ethical considerations.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Originality\/value<\/jats:title>\n                    <jats:p>This study contributes to the existing literature on the emergence of OVs in digital platforms by examining the context of GAI in education. This study also provides insights into the collective stance and recommendations from various authoritative sources, offering a comprehensive perspective on early-stage GAI policy development in an educational context.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1108\/itp-08-2024-1026","type":"journal-article","created":{"date-parts":[[2025,9,29]],"date-time":"2025-09-29T18:16:30Z","timestamp":1759169790000},"page":"172-199","source":"Crossref","is-referenced-by-count":12,"title":["Generative Artificial Intelligence (AI) in education: from organizing visions to official guidelines"],"prefix":"10.1108","volume":"38","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0759-9656","authenticated-orcid":true,"given":"Andy","family":"Nguyen","sequence":"first","affiliation":[{"name":"University of Oulu Learning and Educational Technology (LET) Research Lab, , ,","place":["Oulu, Finland"]},{"name":"University of Oulu Oulu Advanced Research on Service and Information Systems (OASIS) 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