Computers and Education Open,
Journal Year:
2024,
Volume and Issue:
6, P. 100169 - 100169
Published: March 15, 2024
Artificial
Intelligence
(AI)
literacy
has
recently
emerged
on
the
educational
agenda
raising
expectations
teachers'
and
teacher
educators'
professional
knowledge.
This
scoping
review
examines
how
scientific
literature
conceptualises
AI
in
relation
to
different
forms
of
knowledge
relevant
for
Teacher
Education
(TE).
The
search
strategy
included
papers
proceedings
from
2000-
2023
related
TE
as
well
intersection
teaching.
Thirty-four
were
analysis.
Aristotelian
concepts
episteme
(theoretical-scientific
knowledge),
techne
(practical-productive
phronesis
(professional
judgement)
used
a
lens
capture
implicit
explicit
dimensions
Results
indicate
that
is
globally
emerging
research
topic
education
but
almost
absent
context
TE.
covers
many
topics
draws
methodological
approaches.
Computer
science
exploratory
teaching
approaches
influence
type
epistemic,
practical,
ethical
Currently,
not
broadly
addressed
or
captured
research.
Questions
ethics
are
predominantly
matter
understanding
technical
configurations
data-driven
technologies.
Teacher's'
practical
tends
translate
into
adoption
digital
resources
about
integration
EdTech
By
identifying
several
gaps,
particularly
concerning
knowledge,
this
paper
adds
more
comprehensive
can
contribute
well-informed
laying
ground
future
Educational Technology Research and Development,
Journal Year:
2024,
Volume and Issue:
unknown
Published: April 1, 2024
Abstract
Generative
AI
such
as
ChatGPT
provides
an
instant
and
individualized
learning
environment,
may
have
the
potential
to
motivate
student
self-regulated
(SRL),
more
effectively
than
other
non-AI
technologies.
However,
impact
of
on
motivation,
SRL,
needs
satisfaction
is
unclear.
Motivation
SRL
process
can
be
explained
using
self-determination
theory
(SDT)
three
phases
forethought,
performance,
self-reflection,
respectively.
Accordingly,
a
Delphi
design
was
employed
in
this
study
determine
how
ChatGPT-based
activities
satisfy
students’
each
SDT
need,
foster
phase
from
teacher
perspective.
We
involved
36
school
teachers
with
extensive
expertise
technology
enhanced
develop
classification
tool
for
that
affect
ChatGPT.
collaborated
rounds
investigate
identify
activities,
we
revised
labels,
descriptions,
explanations.
The
major
finding
20
developed.
suggests
better
SDT-based
needs,
fosters
phrases.
This
assist
researchers
replicating,
implementing,
integrating
successful
education
research
development
projects.
inspire
modify
generative
their
own
teaching,
inform
policymakers
guidelines
education.
Journal of University Teaching and Learning Practice,
Journal Year:
2024,
Volume and Issue:
21(06)
Published: April 19, 2024
Higher
education
is
currently
under
a
significant
transformation
due
to
the
emergence
of
generative
artificial
intelligence
(GenAI)
technologies,
hype
surrounding
GenAI
and
increasing
influence
educational
technology
business
groups
over
tertiary
education.
This
commentary,
prepared
for
Special
Issue
Journal
University
Teaching
&
Learning
Practice
(JUTLP)
on
“Enhancing
student
engagement
using
Artificial
Intelligence
(AI)
chatbots,”
delves
into
complex
landscape
opportunities
threats
that
AI
chatbots,
including
ChatGPT,
introduce
realm
higher
We
argue
while
offers
promise
in
enhancing
pedagogy,
research,
administration,
support,
concerns
around
academic
integrity,
labour
displacement,
embedded
biases,
environmental
sustainability,
increased
commercialisation,
regulatory
gaps
necessitate
critical
approach.
Our
commentary
advocates
development
literacy
among
educators
students,
emphasising
necessity
foster
an
environment
responsible
innovation
informed
use
AI.
posit
successful
integration
must
be
grounded
principles
ethics,
equity,
prioritisation
aims
human
values.
By
offering
nuanced
exploration
these
issues,
our
contribute
ongoing
discourse
how
institutions
can
navigate
rise
GenAI,
ensuring
technological
advancements
benefit
all
stakeholders
upholding
core
Deleted Journal,
Journal Year:
2024,
Volume and Issue:
1(2), P. 103 - 111
Published: March 20, 2024
There
is
a
growing
interest
in
using
generative
artificial
intelligence
(AI)
for
educational
purposes
within
the
higher
education
environments,
while
AI
applications
(such
as
ChatGPT)
can
transform
traditional
teaching
and
learning
methods.
ChatGPT
an
advanced
tool
that
generates
new
content
human-like
responses.
The
purpose
of
this
paper
to
use
research
assistant
order
explore
ways
be
harnessed
enhance
pedagogical
practices
education.
This
qualitative
study,
which
output-responses
generated
by
provided
starting
point
investigation.
various
including
personalized
learning,
automated
assessment
feedback
generation,
virtual
assistants
chatbots,
creation,
resource
recommendation,
time
management,
language
translation
support,
assistance,
simulations
labs.
Other
affordances
strengthen
experience
regard
collaboration
communication,
accessibility
inclusivity,
well
literacy.
When
implementing
tools
such
education,
ethical
considerations
(e.g.,
data
privacy,
transparency,
accessibility,
cultural
sensitivity),
potential
misuses
concerns
need
also
addressed.
Although
aid
generation
content-ideas
further
exploration,
it
complementary-supportive
tool,
its
output
necessitates
human
evaluation
review.
integration
other
process/practices
has
implications
educators,
students,
design
curricula,
university
policy
makers.
Received:
17
January
2024
|
Revised:
27
February
Accepted:
19
March
Conflicts
Interest
author
declares
she
no
conflicts
work.
Data
Availability
Statement
sharing
not
applicable
article
were
created
or
analyzed
study.
International Journal of Educational Technology in Higher Education,
Journal Year:
2024,
Volume and Issue:
21(1)
Published: May 23, 2024
Abstract
Generative
artificial
intelligence
provides
both
opportunities
and
challenges
for
higher
education.
Existing
literature
has
not
properly
investigated
how
this
technology
would
impact
assessment
in
This
scoping
review
took
a
forward-thinking
approach
to
investigate
generative
transforms
We
used
the
PRISMA
extension
reviews
select
articles
report
results.
In
screening,
we
retrieved
969
selected
32
empirical
studies
analysis.
Most
of
were
published
2023.
three
levels—students,
teachers,
institutions—to
analyses
articles.
Our
results
suggested
that
should
be
transformed
cultivate
students’
self-regulated
learning
skills,
responsible
learning,
integrity.
To
successfully
transform
education,
(i)
teacher
professional
development
activities
assessment,
AI,
digital
literacy
provided,
(ii)
teachers’
beliefs
about
human
AI
strengthened,
(iii)
teachers
innovative
holistic
their
teaching
reflect
transformation.
Educational
institutions
are
recommended
rethink
policies,
as
well
provide
more
inter-disciplinary
programs
teaching.
IEEE Transactions on Learning Technologies,
Journal Year:
2024,
Volume and Issue:
17, P. 1588 - 1599
Published: Jan. 1, 2024
The
advent
of
generative
artificial
intelligence
(AI)
has
ignited
an
increase
in
discussions
about
AI
tools
education.
In
this
study,
a
human-centred
learning
and
teaching
framework
(HCLTF)
that
uses
for
self-regulated
development
through
domain
knowledge
was
proposed
to
catalyse
changes
educational
practices.
illustrates
how
can
revolutionise
practices
transform
the
processes
become
human-centred.
It
emphasises
evolving
roles
teachers,
who
increasingly
skilful
facilitators
humanistic
storytellers
craft
differentiated
instructions
attempt
develop
students'
individualised
learning.
Drawing
upon
insights
from
neuroscience,
guides
students
employ
augment
their
attentiveness,
stimulate
active
engagement
learning,
receive
immediate
feedback,
encourage
self-reflection.
pedagogical
approach
is
also
reimagined;
teachers
equipped
with
literacy
refine
strategies
better
equip
meet
future
challenges.
practical
application
demonstrated
case
study
involving
Chinese
language
writing
ability
among
primary
within
K–12
context.
This
paper
reports
results
60-hour
programme
teachers.
Specifically,
providing
in-service
cases
helped
them
understand
concepts
integrate
into
increased
perceived
design
AI-integrated
courses
would
enhance
attention,
engagement,
confidence,
satisfaction.
Computers and Education Open,
Journal Year:
2024,
Volume and Issue:
6, P. 100177 - 100177
Published: April 10, 2024
Motivated
by
a
holistic
understanding
of
AI
literacy,
this
work
presents
an
interdisciplinary
effort
to
make
literacy
measurable
in
comprehensive
way,
considering
generic
and
domain-specific
as
well
ethics.
While
many
assessment
tools
have
been
developed
the
last
2-3
years,
mostly
form
self-assessment
scales
less
frequently
knowledge-based
assessments,
previous
approaches
only
accounted
for
one
specific
area
competence,
namely
cognitive
aspects
within
literacy.
Considering
demand
development
different
professional
domains
reflecting
on
concept
competence
way
that
goes
beyond
mere
conceptual
knowledge,
there
is
urgent
need
methods
capture
each
three
dimensions
cognition,
behavior,
attitude.
In
addition,
competencies
ethics
are
becoming
more
apparent,
which
further
calls
very
matter.
This
paper
aims
provide
foundation
upon
future
instruments
can
be
built
provides
insights
into
what
framework
item
might
look
like
addresses
both
measures
than
just
knowledge-related
based
approach.
PLoS ONE,
Journal Year:
2025,
Volume and Issue:
20(2), P. e0315011 - e0315011
Published: Feb. 5, 2025
The
paper
presents
the
most
comprehensive
and
large-scale
global
study
to
date
on
how
higher
education
students
perceived
use
of
ChatGPT
in
early
2024.
With
a
sample
23,218
from
109
countries
territories,
reveals
that
primarily
used
for
brainstorming,
summarizing
texts,
finding
research
articles,
with
few
using
it
professional
creative
writing.
They
found
useful
simplifying
complex
information
content,
but
less
reliable
providing
supporting
classroom
learning,
though
some
considered
its
clearer
than
peers
teachers.
Moreover,
agreed
need
AI
regulations
at
all
levels
due
concerns
about
promoting
cheating,
plagiarism,
social
isolation.
However,
they
believed
could
potentially
enhance
their
access
knowledge
improve
learning
experience,
efficiency,
chances
achieving
good
grades.
While
was
as
effective
improving
literacy,
digital
communication,
content
creation
skills,
interpersonal
decision-making,
numeracy,
native
language
proficiency,
development
critical
thinking
skills.
Students
also
felt
would
boost
demand
AI-related
skills
facilitate
remote
work
without
significantly
impacting
unemployment.
Emotionally,
mostly
positive
ChatGPT,
curiosity
calmness
being
common
emotions.
Further
examinations
reveal
variations
students'
perceptions
across
different
socio-demographic
geographic
factors,
key
factors
influencing
identified.
Higher
institutions'
managers
teachers
may
benefit
these
findings
while
formulating
curricula
instructions/regulations
use,
well
when
designing
teaching
methods
assessment
tools.
policymakers
consider
strategies
secondary
system
development,
especially
light
changing
labor
market
needs
related
development.
