We are delighted to share that our paper, “Before the First Prompt: Understanding Students’ Pre-Use Perceptions of an AI Digital Assistant in Higher Education”, has been awarded the EDEN Best Research Paper Award 2026 at the Annual EDEN Conference, held in Porto, Portugal, from 14–16 June 2026.
This is a proud moment for our team and a meaningful recognition of our research at a time when higher education is grappling with how best to introduce AI in ways that are effective, inclusive, and genuinely supportive of students.
A prestigious recognition in digital learning
Since 2008, EDEN Digital Learning Europe has presented the Best Research Paper Award at its Annual Conferences and biennial Research Workshops. The award is known for its rigorous selection process and for recognising high-quality scholarly work in the fields of open, distance, and e-learning.
The selection process is supported by the UNESCO Chair in Education & Technology for Social Change at UOC, with the final decision made by a jury approved by the EDEN DLE Management Board. We are especially honoured that our paper was chosen from a strong group of finalist papers and received such positive recognition from the jury.
About the paper
Our research focuses on an important and timely question: how do students perceive an institutional AI digital assistant before they use it for the first time?
As AI tools become more visible across higher education, it is easy to focus only on what these systems can do. But adoption is not shaped by functionality alone. Students approach AI with different expectations, concerns, levels of confidence, and assumptions about its value. Understanding these perceptions before use is essential if institutions want to design AI systems that are not only innovative, but also trusted and accessible.
Why the paper stood out
In its laudatio, the jury described the paper as a highly structured and timely contribution addressing an emerging issue in higher education. They highlighted the study’s clear research questions, strong conceptual coherence, and robust methodology.
The jury also noted the value of the paper’s mixed-methods design, particularly the integration of cluster analysis with qualitative interpretation, which helped generate nuanced insights into how students think about institutional AI before adoption.
Importantly, the findings were recognised not only for their research contribution, but also for their practical relevance. The jury emphasised that the study offers valuable guidance for how institutions can use attitudinal and behavioural data to design AI systems that better support diverse student needs.
Aligned with the theme of EDEN 2026
This year’s conference theme, “Beyond Technology: Human-AI Collaboration for Learning and Teaching”, created an especially fitting context for this recognition. Our paper speaks directly to this theme by centring the student perspective and by exploring AI not as a standalone technology, but as part of a broader educational relationship shaped by trust, agency, and engagement.
The paper was particularly aligned with the conference strand on Student Agency and Engagement, reinforcing the importance of listening to learners as institutions make decisions about AI implementation.
The team behind the paper
This award reflects the collaborative work of the author team:
Chris Edwards, Denise Whitelock, Felipe Tessarolo, Duygu Bektik, Emily Coughlan, Christothea Herodotou, and Thomas Ullmann.
We are deeply grateful to EDEN Digital Learning Europe, the jury, and the organisers of the 2026 conference for this honour. We also extend our congratulations to the other finalist authors whose work represents the strength and diversity of current research in digital education.
Looking ahead
As AI continues to reshape higher education, research like this matters because it reminds us that successful innovation starts with understanding people. If we want AI systems to support learning in meaningful ways, we must pay close attention to how students perceive them from the outset.
We are proud that this work has been recognised by EDEN, and we look forward to continuing research that helps ensure AI in education is thoughtful, evidence-based, and human-centred.
Leave a Reply