Christos Papakostas
Biographic Data
| ID | 324344 |
|---|---|
| NAME | Christos Papakostas |
| GIVEN NAMES | Christos |
| FAMILY NAME | Papakostas |
| SIGNATURE | PAPAKOSTAS C |
| AFFILIATIONS | National and Kapodistrian University of Athens |
| ORCID | 0000-0002-5157-347X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Comparing transparent open and proprietary AI tutors in religious education through an empirical study
The role of transparent AI systems is being advocated increasingly in educational design, but there are very few studies on how transparency affects value-saturated lessons. This paper assesses Apertus, a proclaimed open and explainable multilingual chatbot, and compares it to GPT-5.1, responding to thirty lesson-specific tasks within Religious Education at lower secondary educational level. The generated responses were numerically coded accordin…
A value sensitive extension of the technology acceptance model in the context of a learning management system in religious education
This study examines the acceptance of a Learning Management System (LMS) in undergraduate Religious Education (RE), a value-sensitive educational context where technology adoption involves cultural, ethical, as well as pedagogical considerations, in addition to performance. Based on the Technology Acceptance Model (TAM), the study proposes an extended model that includes perceived engagement and perceived compatibility to better address acceptanc…
Transparent Artificial Intelligence in Theology Classrooms: Ethical and Pedagogical Insights of the Apertus Model for Religious Education
This study investigates how openness in AI design influences theological learning in religious education (RE). Drawing on Zizioulas's theology of personhood and Floridi's information ethics and aligned with the Greek upper‐secondary RE curriculum, an open‐source multilingual model (Apertus) is compared with a proprietary system (GPT‐5). Fifty curriculum‐based prompts generated paired 200‐word responses, evaluated by three theologian‐educators on …
Augmented Reality in Religious Education: A Case Study Bridging Tradition and Innovation
This paper examines a semester-long course that trained 40 master’s-level Religious Education (RE) students to design augmented-reality (AR) lessons. Twenty trainees used AR authoring tools; twenty followed parallel sessions with conventional digital resources. Structured interviews and pre/post-intervention results showed AR has been effective in converting abstract religious notions into interactive, concrete ones. The study outlines practical …
Bridging Church History, Geopolitics, and Digital Education: A New Approach to Teaching Religious Heritage
The paper explores the use of digital technologies in religious education by focusing on a specific initiative: the development of a virtual tour within a learning management system to teach the history of Hagia Sophia. In responding to the primary research question, inquiring into the extent that contemporary technologies can enhance knowledge of ecclesiastical history and geopolitical transformation, a case study is examined: Hagia Sophia's tra…
On the Development of the Hellenic Digital Library of Arabic Historical Sources: A Framework for Digital Scholarship in the Humanities
Despite Greece’s historical and geographical significance in the Mediterranean, there is currently no national digital repository offering systematic access to Arabic chronicles, diplomatic letters, and travelogues from the eighth to sixteenth centuries. This absence critically impedes rigorous Arabological and Islamological research within Greek academia and restricts the educational landscape to predominantly Eurocentric perspectives. The Helle…
Artificial Intelligence in Religious Education: Ethical, Pedagogical, and Theological Perspectives
This study investigates the integration of Artificial Intelligence (AI) in Religious Education (RE), a field traditionally rooted in spiritual formation and human interaction. Amid increasing digital transformation in education, theological institutions are exploring AI tools for teaching, assessment, and pastoral engagement. Using a critical literature review and analysis of institutional case studies, the paper examines the historical developme…
Faith in Frames: Constructing a Digital Game‐Based Learning Framework for Religious Education
This paper discusses the potential of DGBL to facilitate transformation in the context of religious education, arguing for the fact that it is immersive, interactive, and experiential. The paper outlines how this could substantially provide a more engaging learning environment for students, develop critical thinking, and ensure effective learning outcomes. This study explores the advantages and challenges involved in integrating DGBL into curricu…
Dynamic Musicscapes in Northern Greece: A Roma Case Study
In recent years, there has been a considerable debate in social sciences concerning the relationship between place and culture, the dominant view being that this relationship is 'physical'. Groups have been identified as part of specific geographical spaces and their culture has been likewise considered as rooted in a particular territory. This theory is rather due to the phenomenon of nationalism, since part of its rhetoric is reinforced by subs…
Artificial Intelligence in Religious Education: Ethical, Pedagogical, and Theological Perspectives
This study investigates the integration of Artificial Intelligence (AI) in Religious Education (RE), a field traditionally rooted in spiritual formation and human interaction. Amid increasing digital transformation in education, theological institutions are exploring AI tools for teaching, assessment, and pastoral engagement. Using a critical literature review and analysis of institutional case studies, the paper examines the historical developme…
Dynamic Musicscapes in Northern Greece: A Roma Case Study
In recent years, there has been a considerable debate in social sciences concerning the relationship between place and culture, the dominant view being that this relationship is 'physical'. Groups have been identified as part of specific geographical spaces and their culture has been likewise considered as rooted in a particular territory. This theory is rather due to the phenomenon of nationalism, since part of its rhetoric is reinforced by subs…
Faith in Frames: Constructing a Digital Game‐Based Learning Framework for Religious Education
This paper discusses the potential of DGBL to facilitate transformation in the context of religious education, arguing for the fact that it is immersive, interactive, and experiential. The paper outlines how this could substantially provide a more engaging learning environment for students, develop critical thinking, and ensure effective learning outcomes. This study explores the advantages and challenges involved in integrating DGBL into curricu…
Augmented Reality in Religious Education: A Case Study Bridging Tradition and Innovation
This paper examines a semester-long course that trained 40 master’s-level Religious Education (RE) students to design augmented-reality (AR) lessons. Twenty trainees used AR authoring tools; twenty followed parallel sessions with conventional digital resources. Structured interviews and pre/post-intervention results showed AR has been effective in converting abstract religious notions into interactive, concrete ones. The study outlines practical …
Bridging Church History, Geopolitics, and Digital Education: A New Approach to Teaching Religious Heritage
The paper explores the use of digital technologies in religious education by focusing on a specific initiative: the development of a virtual tour within a learning management system to teach the history of Hagia Sophia. In responding to the primary research question, inquiring into the extent that contemporary technologies can enhance knowledge of ecclesiastical history and geopolitical transformation, a case study is examined: Hagia Sophia's tra…
On the Development of the Hellenic Digital Library of Arabic Historical Sources: A Framework for Digital Scholarship in the Humanities
Despite Greece’s historical and geographical significance in the Mediterranean, there is currently no national digital repository offering systematic access to Arabic chronicles, diplomatic letters, and travelogues from the eighth to sixteenth centuries. This absence critically impedes rigorous Arabological and Islamological research within Greek academia and restricts the educational landscape to predominantly Eurocentric perspectives. The Helle…
Artificial Intelligence in Religious Education: Ethical, Pedagogical, and Theological Perspectives
This study investigates the integration of Artificial Intelligence (AI) in Religious Education (RE), a field traditionally rooted in spiritual formation and human interaction. Amid increasing digital transformation in education, theological institutions are exploring AI tools for teaching, assessment, and pastoral engagement. Using a critical literature review and analysis of institutional case studies, the paper examines the historical developme…
Comparing transparent open and proprietary AI tutors in religious education through an empirical study
The role of transparent AI systems is being advocated increasingly in educational design, but there are very few studies on how transparency affects value-saturated lessons. This paper assesses Apertus, a proclaimed open and explainable multilingual chatbot, and compares it to GPT-5.1, responding to thirty lesson-specific tasks within Religious Education at lower secondary educational level. The generated responses were numerically coded accordin…
A value sensitive extension of the technology acceptance model in the context of a learning management system in religious education
This study examines the acceptance of a Learning Management System (LMS) in undergraduate Religious Education (RE), a value-sensitive educational context where technology adoption involves cultural, ethical, as well as pedagogical considerations, in addition to performance. Based on the Technology Acceptance Model (TAM), the study proposes an extended model that includes perceived engagement and perceived compatibility to better address acceptanc…
Transparent Artificial Intelligence in Theology Classrooms: Ethical and Pedagogical Insights of the Apertus Model for Religious Education
This study investigates how openness in AI design influences theological learning in religious education (RE). Drawing on Zizioulas's theology of personhood and Floridi's information ethics and aligned with the Greek upper‐secondary RE curriculum, an open‐source multilingual model (Apertus) is compared with a proprietary system (GPT‐5). Fifty curriculum‐based prompts generated paired 200‐word responses, evaluated by three theologian‐educators on …
Religious education (4 works) · Sociology (4 works) · Computer Science (3 works) · Faith (3 works) · Pedagogy (3 works) · Education and Character Development (2 works) · Ethics and Social Impacts of AI (2 works) · History (2 works) · Media, Religion, Digital Communication (2 works) · Mobile Learning in Education (2 works)