Naturally, such a paper should make it clear what insights and benefits come from adopting an AI point of view. In addition, as AIED evolves it develops techniques, concepts and methodologies of its own, which while originally derived from AI may no longer be considered part of AI itself. For example, AIED now routinely uses concepts such as model tracing, mal-rule, etc. It is entirely to be expected and welcomed that AIED research will spawn its own concepts and paradigms which can be assumed common knowledge for AIED researchers. The phrase 'to educational issues' above is also too simplistic.
Education is also a complex subject.
Generally, AIED has interpreted 'education' rather narrowly as concerned with learning, teaching, training and the like, rather than with the broader cultural matters which educationalists have in mind. Again, as the field evolves these links may be left implicit or indirect. For example, we can assume that an analysis of student modelling or a description of some new student modelling technique is intended to lead to improvements when applied to a tutoring system or learning environment without this needing to be made explicit. Similarly, as techniques develop and become standard so AI-based authoring tools or shells will be specified which are only indirectly concerned with learning and teaching. As the journal title 'AI in Education' indicates, the impetus and flow of ideas in AIED has been from AI to education.