Искусственный интеллект в системе высшего и послевузовского образования: обзор возможностей для преподавателя DOI
A. A. Nikolaev, Mikhail Yu. Kuznetsov, Vitaly A. Nikolaev

et al.

Management of Education, Journal Year: 2024, Volume and Issue: 14(9-2), P. 151 - 161

Published: Sept. 30, 2024

В статье приведены результаты обзора основных возможностей использования искусственного интеллекта (ИИ) для преподавателей в системе высшего и послевузовского образования. Модели цифровые сервисы на основе ИИ могут быть использованы планировании учебного процесса, разработке проектировании учебных курсов занятий, создании образовательного контента, автоматической проверке оценивании, аналитике, качестве виртуальных помощников решения множества разнообразных задач. Несмотря имеющиеся достоинства ИИ, он имеет недостатки, которые необходимо решать учитывать при принятии решений о возможном применении The article presents the results of a review main possibilities using artificial intelligence (AI) for teachers in higher and postgraduate education. AI-based models digital services can be used planning educational process, development design training courses classes, creation content, automatic verification evaluation, analytics, as virtual assistants to solve variety tasks. Despite advantages AI, it also has disadvantages that need addressed taken into account when making decisions about possible use AI

Language: Русский

Opportunities, Challenges and School Strategies for Integrating Generative AI in Education DOI Creative Commons
Davy Tsz Kit Ng, Emily Chan, Chung Kwan Lo

et al.

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100373 - 100373

Published: Jan. 1, 2025

Language: Английский

Citations

3
Best Practices for the Responsible Adoption of Generative AI in Higher Education DOI Creative Commons
Alexander Mikroyannidis, Audrey Ekuban, Joseph Kwarteng

et al.

Published: March 6, 2025

Language: Английский

Citations

1
ChatGPT for Science Lesson Planning: An Exploratory Study Based on Pedagogical Content Knowledge DOI Creative Commons
Γιώργος Πέικος, Dimitris Stavrou

Education Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 338 - 338

Published: March 10, 2025

Contemporary education is evolving in a landscape shaped by technological advancements, with generative artificial intelligence (AI) gaining significant attention from educators and researchers. ChatGPT, particular, has been recognized for its potential to revolutionize teachers’ tasks, such as lesson planning. However, effectiveness designing science plans aligned the research-based recommendations of Science Education literature remains infancy. This exploratory study seeks address this gap examining ChatGPT-assisted planning primary schools through lens sound theoretical framework Education: pedagogical content knowledge (PCK). Guided question, “What are characteristics created ChatGPT terms PCK?”, we designed four interactions ChatGPT-4o using carefully constructed prompts informed specific PCK aspects prompt engineering strategies. Using qualitative analysis, analyzed data these interactions. Findings indicate that incorporating elements into prompts, layer prompting strategies, providing reference texts might enhance quality AI-generated plans. challenges were identified. concludes guidelines teacher–ChatGPT co-design based on PCK.

Language: Английский

Citations

0
Factors Influencing AI-Assisted Thesis Writing in University: A Pull-Push-Mooring Theory Narrative Inquiry Study DOI Creative Commons
Ranta Butarbutar,

Rubén González Vallejo

Data & Metadata, Journal Year: 2025, Volume and Issue: 4, P. 203 - 203

Published: Feb. 10, 2025

This study aims to examine the factors that motivate, attract, and anchor students adopt AI tools during writing process in context of push-pull-mooring (PPM) theory. Utilizing a narrative inquiry research approach, this employed observation, in-depth interviews, document analysis for data collection. The identified key through reflexive thematic methods. Key pull include generation credit authorship contributions integration into academic writing. encompass topic selection, dynamic literature review, questions, proposal conceptualization, designing methods, analysis, revising drafts, managing references. incorporates active learning, self-regulated learning (SRL), inquiry-based overcoming linguistic challenges. push reference inaccuracies, confidentiality research, overreliance on AI. Three anchoring principles guide ethical incorporation thesis writing: institutional policies, augmentation, comprehensive contextual approach. But study's limitations small sample size ten from single university, which affects generalizability results.

Language: Английский

Citations

0
Fostering AI literacy in pre-service physics teachers: inputs from training and co-variables DOI Creative Commons

Aigerim Abdulayeva,

Назым Жанатбекова,

Yerlan S. Andasbayev

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 20, 2025

Background While the transformative potential of artificial intelligence (AI) in education is widely recognized, rapid evolution these technologies necessitates a corresponding teacher education. This research sought to investigate impact targeted training program on pre-service physics teachers’ AI literacy levels and their subsequent attitudes intentions toward adoption future teaching. Methods A pre-post-test control group quasi-experimental study was implemented among students. 5 weeks long out-of-curriculum intervention designed that combined theoretical grounding with practical, problem-based learning activities, focus use various tools. Results There significant upswing performance post-intervention, showcasing effective facilitating participants’ understanding application educational contexts. Additionally, perceived usefulness found be partial mediator link between scores behavioral intention embed generative solutions into Conclusion The concludes incorporating comprehensive programs curricula essential for fostering technologically adept pedagogically innovatively minded teaching workforce. Further needed explore long-term effects practice student outcomes.

Language: Английский

Citations

0
Din Kültürü ve Ahlak Bilgisi Derslerinde Yapay Zekâ Destekli Modern Öğretim Yaklaşımları DOI Open Access
Sümeyra ARICAN

Dinbilimleri Akademik Araştırma Dergisi, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 19, 2024

Din Kültürü ve Ahlak Bilgisi (DKAB) dersi, öğrencilerin manevi, ahlaki sosyal gelişimlerini desteklerken, aynı zamanda 21. yüzyıl becerilerini kazandırmayı amaçlamaktadır. Ancak, kullanılmakta olan öğretim yöntemleri bu hedeflere ulaşmada zaman yetersiz kalabilmektedir. Bu noktada, yapay zekâ destekli modern yaklaşımları öğrenme süreçlerini destekleyerek daha katılımcı, etkili bireyselleştirilmiş bir eğitim sunma potansiyeli taşımaktadır. makalede, DKAB derslerinde zekânın süreçlerine dahil edilmesi öğretmenler için sağladığı imkânlar ele alınmaktadır. Anlamaya Dayalı Tasarım (UbD) Aktarılabilir Öğrenme (LTT) yaklaşımlarına odaklanılarak, çerçevede nasıl uygulanabileceği, destekleyebileceği eğitimdeki verimliliği arttırabileceği örneklerle incelenmiştir. Yapay teknolojilerinin alanında kullanımı, dersinde yeni sunmaktadır.

Citations

0
Perception About Usage of GAI Tools in Teaching and Research by Teachers and Students in Higher Education Institutions DOI
Suresh Chinna, Sunkesula Mahammad Ali,

V. Devaki

et al.

Advances in educational technologies and instructional design book series, Journal Year: 2024, Volume and Issue: unknown, P. 381 - 412

Published: Dec. 20, 2024

In recent days, due to the evolution of Artificial Intelligence, education and research are in process rapid development. The AI, particularly GAI tools such as individualized learning intelligent tutoring systems, recreating traditional pedagogies methodologies. Consequently, this chapter, global practices AI higher explored together with their applications Journal publications. Surveys on acceptance reveal mixed perceptions among students faculty. While value AI's experiences self-paced study options, faculty acknowledge its ability automate tasks but worried about data privacy students' ethical use AI. Therefore, chapter underlines a balanced method for integration, advocating technical advancements that advocate educational values. To end, recommendations guidelines adopting provided special emphasis role educators be aware committed conform Institutional policies.

Language: Английский

Citations

0
Искусственный интеллект в системе высшего и послевузовского образования: обзор возможностей для преподавателя DOI
A. A. Nikolaev, Mikhail Yu. Kuznetsov, Vitaly A. Nikolaev

et al.

Management of Education, Journal Year: 2024, Volume and Issue: 14(9-2), P. 151 - 161

Published: Sept. 30, 2024

В статье приведены результаты обзора основных возможностей использования искусственного интеллекта (ИИ) для преподавателей в системе высшего и послевузовского образования. Модели цифровые сервисы на основе ИИ могут быть использованы планировании учебного процесса, разработке проектировании учебных курсов занятий, создании образовательного контента, автоматической проверке оценивании, аналитике, качестве виртуальных помощников решения множества разнообразных задач. Несмотря имеющиеся достоинства ИИ, он имеет недостатки, которые необходимо решать учитывать при принятии решений о возможном применении The article presents the results of a review main possibilities using artificial intelligence (AI) for teachers in higher and postgraduate education. AI-based models digital services can be used planning educational process, development design training courses classes, creation content, automatic verification evaluation, analytics, as virtual assistants to solve variety tasks. Despite advantages AI, it also has disadvantages that need addressed taken into account when making decisions about possible use AI

Language: Русский

Citations

0