Abstract
The need for collaboration between diverse fields of research is increasingly recognised as important by research funding agencies. A significant driver of this need is the current revolution in artificial intelligence (AI) and related technologies. There is a growing interest in the potential impact of AI in different fields including the methodologies they use and the resulting advances in new knowledge, new access and enhanced productivity. However, there is also a corresponding increase in concern about the fundamentals of AI technologies and the way in which trans and/or interdisciplinary research is approached. The resulting collaboration too often ends up as a one-way street where the domain partner acts only as an information provider. For example, the contribution of the AHSS partner might be limited to providing insight about ethics and/or the technology partner may only provide a service to build applied AI-based solutions. In response to this problem, we propose a reciprocal approach to collaboration where both partners seek to understand, cooperate and identify jointly significant impacts. In this paper we explore this relationship between cultural heritage institutions (GLAMs), Arts, Humanities & Social Sciences (AHSS) research and technology-led AI research, especially the impact of current technological advances in AI. Drawing from the history of convergence in GLAM studies, we propose five key practices to form a framework for greater understanding across this divide.
Explore similar work
Jul 14, 2026cs.HC
Scientific discovery increasingly depends on interdisciplinary teams whose members contribute distinct expertise, conceptual frameworks, vocabularies, assumptions, and standards of evidence. Today's AI research assistants are largely designed to support individual researchers through literature review, writing assistance, coding, and data analysis. While these capabilities improve personal productivity, they provide little support for the collaborative reasoning required to integrate knowledge across disciplines. We argue that AI research assistants should evolve from tools that optimize individual workflows to systems designed for interdisciplinary teams. We introduce aïra, an AI research assistant built around this idea. Rather than focusing solely on summarization or question answering, aïra identifies disciplinary perspectives, translates terminology, highlights assumptions, and synthesizes collaborative research opportunities. We describe the design principles underlying aïra, present its system architecture, illustrate its outputs through interdisciplinary research meetings, and outline future research directions for AI systems that support collaborative scholarship.
Diya Mirji, Tiffany Degbotse, Sharmil Nanjappa +9
May 30, 2026cs.CY
Artificial intelligence (AI) has been applied across educational contexts to support learning. One approach to such support is "human-AI collaboration" (also termed "hybrid intelligence"), where human(s) and AI components interact to promote human learning. However, as in human-to-human computer-supported collaborative learning (CSCL), unstructured interaction does not necessarily produce an effective learning experience. This paper reports a systematic literature review of empirical studies (N=62) on human-AI collaboration and hybrid intelligence for learning support. The review characterizes collaboration processes, their structures, and contexts of application. It also extracts emerging design knowledge and research gaps. Researchers and technology designers can use these findings as a starting point for structuring more effective AI-enhanced technologies for collaboration, in educational practice and future research.
Luis P. Prieto, Juan I. Asensio-Pérez, María Jesús Rodríguez-Triana +2
Jun 8, 2026cs.CY
Research on artificial intelligence in education (AIED) is rapidly expanding, yet technical progress often lacks human-centered grounding and adequate attention to cultural context. Community-Based Learning, a pedagogy rooted in social work, remains underrepresented in AIED research, particularly within Asia-Pacific contexts. This paper reports on cross-boundary Community-Based Learning where undergraduate students develop AI-enabled solutions for cultural heritage preservation and sustainable development. We examine how community-engaged computing operationalizes human-centered AIED across three dimensions: education, technology, and culture. We contribute a collaborative framework for culturally-aware AIED that fosters multi-stakeholder collaboration while widening participation by dissolving disciplinary silos between social work and computational science.
Jiaojiao Zhao, Weisheng Zhang, Jiawen Cai +2