{
  "generated_at": "2026-02-09T00:00:00Z",
  "items": [
    {
      "id": "ma2014-its",
      "title": "Intelligent Tutoring Systems and Learning Outcomes",
      "authors": [
        "Wenting Ma",
        "Olga Adesope",
        "Nesbit John",
        "Qing Liu"
      ],
      "year": 2014,
      "source_type": "meta-analysis",
      "publisher_or_journal": "Journal of Educational Psychology",
      "doi": "10.1037/a0037123",
      "url": "https://doi.org/10.1037/a0037123",
      "clusters": [
        "lernwirksamkeit",
        "differenzierung-inklusion"
      ],
      "evidence_strength": "hoch",
      "summary_de": "ITS zeigen im Mittel positive Effekte auf Lernleistungen, besonders bei klarer didaktischer Einbettung.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "han2025-genai-meta",
      "title": "The Impact of Generative Artificial Intelligence on Learning Outcomes",
      "authors": [
        "Xian Han",
        "et al."
      ],
      "year": 2025,
      "source_type": "meta-analysis",
      "publisher_or_journal": "Educational Research Review",
      "doi": "10.1016/j.edurev.2025.100714",
      "url": "https://doi.org/10.1016/j.edurev.2025.100714",
      "clusters": [
        "lernwirksamkeit",
        "metakognition-selbstregulation",
        "motivation-emotion"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Meta-analytische Befunde zeigen insgesamt moderate bis deutliche Lernzuwächse durch GenAI, abhängig von Aufgaben- und Unterrichtsdesign.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "xu2025-srl",
      "title": "Enhancing Self-Regulated Learning in Generative AI Environments",
      "authors": [
        "Xu",
        "et al."
      ],
      "year": 2025,
      "source_type": "quasi-experiment",
      "publisher_or_journal": "British Journal of Educational Technology",
      "doi": "",
      "url": "https://bera-journals.onlinelibrary.wiley.com/journal/14678535",
      "clusters": [
        "metakognition-selbstregulation",
        "grundlagen"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Explizite metakognitive Prompts stabilisieren Selbststeuerung und verhindern oberflächliche KI-Nutzung.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "navasbonilla2025-sdl",
      "title": "The Future of Education: Self-Directed Learning with AI",
      "authors": [
        "Alfredo Navas Bonilla",
        "et al."
      ],
      "year": 2025,
      "source_type": "systematic-review",
      "publisher_or_journal": "Future Internet",
      "doi": "10.3390/fi17080366",
      "url": "https://doi.org/10.3390/fi17080366",
      "clusters": [
        "metakognition-selbstregulation",
        "grundlagen",
        "lernerkompetenzen"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Systematisches Review zeigt Potenziale für autonome Lernsteuerung, weist aber auf Abhängigkeitsrisiken hin.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "kosmyna2025-cognitive-debt",
      "title": "Your Brain on ChatGPT: Accumulation of Cognitive Debt",
      "authors": [
        "Nataliya Kosmyna",
        "et al."
      ],
      "year": 2025,
      "source_type": "experimental-study",
      "publisher_or_journal": "MIT Media Lab / arXiv",
      "doi": "",
      "url": "https://arxiv.org/abs/2506.08872",
      "clusters": [
        "kognitive-effekte",
        "grenzen-risiken"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Neurowissenschaftliche Daten deuten auf geringere tiefe Verarbeitung bei unreflektierter Vollauslagerung an LLMs hin.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "kapur2016-productive-failure",
      "title": "Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning",
      "authors": [
        "Manu Kapur"
      ],
      "year": 2016,
      "source_type": "experimental-study",
      "publisher_or_journal": "Educational Psychologist",
      "doi": "10.1207/s15326985ep4103_1",
      "url": "https://doi.org/10.1207/s15326985ep4103_1",
      "clusters": [
        "kognitive-effekte",
        "assessment-pruefung",
        "grundlagen"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Lernwirksame Friktion ist für tiefes Verständnis zentral; reine Effizienz kann Transfer und Konzeptaufbau schwächen.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "deep2025-writing",
      "title": "The Role of Artificial Intelligence in Academic Writing",
      "authors": [
        "Deep",
        "Chen"
      ],
      "year": 2025,
      "source_type": "narrative-review",
      "publisher_or_journal": "Societies (MDPI)",
      "doi": "10.3390/soc15050134",
      "url": "https://doi.org/10.3390/soc15050134",
      "clusters": [
        "schreiben-lesen-denken",
        "assessment-pruefung"
      ],
      "evidence_strength": "mittel",
      "summary_de": "KI kann Schreibprozesse stützen, erfordert jedoch klare Transparenz- und Reflexionspflichten zur Kompetenzsicherung.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "chen2025-personalized",
      "title": "Evaluation of an AI-Driven Personalized Learning Platform in Medical Education",
      "authors": [
        "Chen",
        "et al."
      ],
      "year": 2025,
      "source_type": "rct",
      "publisher_or_journal": "Frontiers in Medicine",
      "doi": "10.3389/fmed.2025.1610012",
      "url": "https://doi.org/10.3389/fmed.2025.1610012",
      "clusters": [
        "lernwirksamkeit",
        "differenzierung-inklusion",
        "motivation-emotion"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Randomisierte Befunde sprechen für signifikante Leistungsgewinne durch personalisierte KI-Lernpfade in klar definierten Settings.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "kooli2025-assistive",
      "title": "AI-Driven Assistive Technologies in Inclusive Education",
      "authors": [
        "Kooli",
        "Chakraoui"
      ],
      "year": 2025,
      "source_type": "review",
      "publisher_or_journal": "Sustainable Futures",
      "doi": "10.1016/j.sftr.2025.101042",
      "url": "https://doi.org/10.1016/j.sftr.2025.101042",
      "clusters": [
        "differenzierung-inklusion",
        "datenschutz-sicherheit"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Assistive KI kann Teilhabe stärken, wenn Genauigkeit, Barrierefreiheit und Datenschutz operational abgesichert werden.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "geissler2026-deepfake",
      "title": "Designing Digital Literacy Interventions for Deepfake Discernment",
      "authors": [
        "Geissler",
        "et al."
      ],
      "year": 2026,
      "source_type": "experimental-study",
      "publisher_or_journal": "arXiv",
      "doi": "",
      "url": "https://arxiv.org/abs/2502.06149",
      "clusters": [
        "halluzinationen-wahrheit",
        "ethik-bias-fairness"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Interventionen zur Deepfake-Erkennung verbessern Urteilssicherheit messbar, wenn Quellenkritik explizit trainiert wird.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "unesco2021-ethics",
      "title": "Recommendation on the Ethics of Artificial Intelligence",
      "authors": [
        "UNESCO"
      ],
      "year": 2021,
      "source_type": "policy",
      "publisher_or_journal": "UNESCO",
      "doi": "",
      "url": "https://www.unesco.org/en/legal-affairs/recommendation-ethics-artificial-intelligence",
      "clusters": [
        "ethik-bias-fairness",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Globaler Referenzrahmen für menschenzentrierte, faire und transparente KI-Nutzung in Bildungsinstitutionen.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "unesco2024-guidance",
      "title": "Guidance for Generative AI in Education and Research",
      "authors": [
        "UNESCO"
      ],
      "year": 2024,
      "source_type": "policy",
      "publisher_or_journal": "UNESCO",
      "doi": "10.54675/EWZM9535",
      "url": "https://doi.org/10.54675/EWZM9535",
      "clusters": [
        "grundlagen",
        "implementation-schulentwicklung",
        "lehrerkompetenzen"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Konkrete Leitlinien für sichere und lernorientierte Integration generativer KI in Bildung und Forschung.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "ec2022-ethical-guidelines",
      "title": "Ethical Guidelines on the Use of AI and Data in Teaching and Learning for Educators",
      "authors": [
        "European Commission"
      ],
      "year": 2022,
      "source_type": "policy",
      "publisher_or_journal": "Publications Office of the EU",
      "doi": "10.2766/153756",
      "url": "https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-53f4-11ed-92ed-01aa75ed71a1/language-en",
      "clusters": [
        "ethik-bias-fairness",
        "lehrerkompetenzen",
        "datenschutz-sicherheit"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Pragmatische Handlungsrichtlinien für Lehrpersonen zwischen Unterrichtsnutzen, Transparenz und Datenschutz.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "edpb2024-opinion",
      "title": "Opinion 28/2024 on Certain Data Protection Aspects Related to the Processing of Personal Data in the Context of AI Models",
      "authors": [
        "European Data Protection Board"
      ],
      "year": 2024,
      "source_type": "policy",
      "publisher_or_journal": "EDPB",
      "doi": "",
      "url": "https://www.edpb.europa.eu/our-work-tools/our-documents/opinion-board-art-64/opinion-282024-certain-data-protection-aspects_en",
      "clusters": [
        "datenschutz-sicherheit",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Präzisiert datenschutzrechtliche Anforderungen an KI-Modelle, inklusive Zweckbindung, Rechtsgrundlage und Verantwortlichkeit.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "oecd-ai-skills",
      "title": "AI and the Future of Skills",
      "authors": [
        "OECD"
      ],
      "year": 2024,
      "source_type": "policy-report",
      "publisher_or_journal": "OECD",
      "doi": "",
      "url": "https://www.oecd.org/en/topics/artificial-intelligence-and-education.html",
      "clusters": [
        "grundlagen",
        "future-trends",
        "fachdidaktiken"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Bildungspolitische Perspektive auf zukunftsrelevante Kompetenzen unter Bedingungen breit verfügbarer KI.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "stanford-hai-education",
      "title": "Stanford HAI: Education and AI Research",
      "authors": [
        "Stanford HAI"
      ],
      "year": 2025,
      "source_type": "research-program",
      "publisher_or_journal": "Stanford University",
      "doi": "",
      "url": "https://hai.stanford.edu/research/education",
      "clusters": [
        "grundlagen",
        "implementation-schulentwicklung",
        "future-trends"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Kuratiert den internationalen Forschungsstand zu Chancen und Grenzen von KI in Bildungssettings.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "wmu-critical-thinking",
      "title": "AI and Critical Thinking in Education",
      "authors": [
        "Western Michigan University Teaching and Learning"
      ],
      "year": 2025,
      "source_type": "practice-guide",
      "publisher_or_journal": "WMU",
      "doi": "",
      "url": "https://wmich.edu/sites/default/files/attachments/u3705/2024/AI%20and%20Critical%20Thinking%20in%20Education.pdf",
      "clusters": [
        "schreiben-lesen-denken",
        "kognitive-effekte",
        "metakognition-selbstregulation"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Beschreibt didaktische Muster, mit denen KI kritisches Denken fördern statt unterlaufen kann.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "facultyfocus-collab-ai",
      "title": "The Collaborative AI Classroom",
      "authors": [
        "Faculty Focus"
      ],
      "year": 2025,
      "source_type": "practice-guide",
      "publisher_or_journal": "Faculty Focus",
      "doi": "",
      "url": "https://www.facultyfocus.com/articles/teaching-with-ai/the-collaborative-ai-classroom/",
      "clusters": [
        "kollaboration-kommunikation",
        "assessment-pruefung"
      ],
      "evidence_strength": "begrenzt",
      "summary_de": "Praxisorientierte Muster für kollaborative KI-Arbeit mit Fokus auf Prozessqualität und Rollenklärung.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "unesco-teacher-competency",
      "title": "AI Competency Framework for Teachers",
      "authors": [
        "UNESCO"
      ],
      "year": 2024,
      "source_type": "framework",
      "publisher_or_journal": "UNESCO",
      "doi": "",
      "url": "https://www.unesco.org/en/articles/ai-competency-framework-teachers",
      "clusters": [
        "lehrerkompetenzen",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Kompetenzrahmen mit Entwicklungsstufen für professionelle KI-Handlungsfähigkeit von Lehrpersonen.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "michiganvirtual-acceptance",
      "title": "Breaking Barriers: Educator Acceptance of AI",
      "authors": [
        "Michigan Virtual"
      ],
      "year": 2024,
      "source_type": "meta-synthesis",
      "publisher_or_journal": "Michigan Virtual",
      "doi": "",
      "url": "https://michiganvirtual.org/blog/breaking-barriers-educator-acceptance-of-artificial-intelligence-in-education/",
      "clusters": [
        "lehrerkompetenzen",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Zeigt zentrale Akzeptanzfaktoren bei Lehrkräften und typische Implementierungsbarrieren auf.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "younis2024-pd",
      "title": "Effectiveness of a Professional Development Program for AI Literacy",
      "authors": [
        "Younis",
        "et al."
      ],
      "year": 2024,
      "source_type": "quasi-experiment",
      "publisher_or_journal": "Journal of Digital Learning in Teacher Education",
      "doi": "",
      "url": "https://www.tandfonline.com/journals/ujdl20",
      "clusters": [
        "lehrerkompetenzen"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Prä-Post-Daten zeigen signifikante Kompetenzgewinne durch strukturierte KI-Fortbildungsdesigns.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "xia2022-sdt",
      "title": "A Self-Determination Theory Design Approach for Inclusive AI Education",
      "authors": [
        "Xia",
        "et al."
      ],
      "year": 2022,
      "source_type": "quasi-experiment",
      "publisher_or_journal": "Computers & Education",
      "doi": "10.1016/j.compedu.2022.104582",
      "url": "https://doi.org/10.1016/j.compedu.2022.104582",
      "clusters": [
        "motivation-emotion",
        "differenzierung-inklusion"
      ],
      "evidence_strength": "hoch",
      "summary_de": "SDT-basierte Lernumgebungen verbessern Autonomieerleben, Kompetenzwahrnehmung und Engagement in KI-Lernsettings.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "frontiers-agentic-ai",
      "title": "Exploring Agentic AI in Fostering Self-Efficacy",
      "authors": [
        "Alqurni"
      ],
      "year": 2026,
      "source_type": "survey-study",
      "publisher_or_journal": "Frontiers in Artificial Intelligence",
      "doi": "",
      "url": "https://www.frontiersin.org/journals/artificial-intelligence/articles/10.3389/frai.2025.1578363/full",
      "clusters": [
        "motivation-emotion",
        "future-trends"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Zusammenhang zwischen wahrgenommener KI-Agentivität, Selbstwirksamkeit und Lernmotivation.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "schoolai-privacy-questions",
      "title": "10 Questions Every School Should Ask About AI Data Privacy",
      "authors": [
        "SchoolAI"
      ],
      "year": 2026,
      "source_type": "practice-guide",
      "publisher_or_journal": "SchoolAI",
      "doi": "",
      "url": "https://schoolai.com/blog/10-questions-every-school-should-ask-about-ai-data-privacy",
      "clusters": [
        "datenschutz-sicherheit",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Pragmatischer Prüfraster für schulische Datenschutzentscheidungen bei KI-Tools.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "educa-digitalisierung",
      "title": "educa.ch: Digitalisierung und KI in der Bildung",
      "authors": [
        "educa.ch"
      ],
      "year": 2026,
      "source_type": "institutional-resource",
      "publisher_or_journal": "educa.ch",
      "doi": "",
      "url": "https://www.educa.ch/de/themen/kuenstliche-intelligenz",
      "clusters": [
        "datenschutz-sicherheit",
        "implementation-schulentwicklung",
        "fachdidaktiken"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Schweizer Referenzressource für Governance, Infrastruktur und Bildungsintegration von KI.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "cdip-ai-position",
      "title": "EDK/CDIP: Künstliche Intelligenz in der Bildung",
      "authors": [
        "EDK/CDIP"
      ],
      "year": 2024,
      "source_type": "policy",
      "publisher_or_journal": "CDIP",
      "doi": "",
      "url": "https://www.cdip.ch/fr/themes/num%C3%A9rique/intelligence-artificielle",
      "clusters": [
        "implementation-schulentwicklung",
        "datenschutz-sicherheit"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Kantonale Perspektive auf KI-Integration, Verantwortlichkeiten und Bildungssteuerung in der Schweiz.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "unesco-education-ai-portal",
      "title": "UNESCO Digital Education and AI",
      "authors": [
        "UNESCO"
      ],
      "year": 2026,
      "source_type": "institutional-resource",
      "publisher_or_journal": "UNESCO",
      "doi": "",
      "url": "https://www.unesco.org/en/digital-education/artificial-intelligence",
      "clusters": [
        "future-trends",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Laufende internationale Orientierung zu Governance, Fähigkeiten und ethischer KI-Nutzung im Bildungsbereich.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "oecd-ceri-ai",
      "title": "OECD CERI: AI in Education",
      "authors": [
        "OECD CERI"
      ],
      "year": 2026,
      "source_type": "institutional-resource",
      "publisher_or_journal": "OECD",
      "doi": "",
      "url": "https://www.oecd.org/en/about/programmes/centre-for-educational-research-and-innovation-ceri.html",
      "clusters": [
        "future-trends",
        "implementation-schulentwicklung",
        "fachdidaktiken"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Bietet politisch anschlussfähige Forschungsperspektiven für mittel- und langfristige Bildungsplanung.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "npj-science-learning",
      "title": "npj Science of Learning",
      "authors": [
        "Nature Portfolio"
      ],
      "year": 2026,
      "source_type": "journal",
      "publisher_or_journal": "Nature",
      "doi": "",
      "url": "https://www.nature.com/npjscilearn/",
      "clusters": [
        "grundlagen",
        "kognitive-effekte",
        "future-trends"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Primärjournal für lernwissenschaftliche Evidenz mit hoher Anschlussfähigkeit an didaktische Designfragen.",
      "verified_at": "2026-02-09",
      "status": "verified"
    },
    {
      "id": "et-rd-journal",
      "title": "Educational Technology Research and Development",
      "authors": [
        "AECT"
      ],
      "year": 2026,
      "source_type": "journal",
      "publisher_or_journal": "Springer",
      "doi": "",
      "url": "https://link.springer.com/journal/11423",
      "clusters": [
        "lernwirksamkeit",
        "fachdidaktiken",
        "implementation-schulentwicklung"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Breites Evidenzfeld zu instructional design, Wirksamkeit und Technik-Pädagogik-Schnittstellen.",
      "verified_at": "2026-02-09",
      "status": "verified"
    }
  ]
}