Computers and Education Open,
Journal Year:
2024,
Volume and Issue:
6, P. 100184 - 100184
Published: May 14, 2024
This
paper
seeks
to
contribute
the
emergent
literature
on
Artificial
Intelligence
(AI)
literacy
in
higher
education.
Specifically,
this
convergent,
mixed
methods
case
study
explores
impact
of
employing
Generative
AI
(GenAI)
tools
and
cyber-social
teaching
development
education
students'
literacy.
Three
8-week
courses
advanced
digital
technologies
for
a
graduate
program
College
Education
at
mid-western
US
university
served
as
sites.
Data
were
based
37
participants'
experiences
with
two
different
types
GenAI
tools–a
reviewer
image
generator
platforms.
The
application
review
tool
relied
precision
fine-tuning
transparency
AI-human
interactions,
while
generation
facilitated
reflection
their
learning
AI's
role
Students'
interaction
both
was
designed
foster
regarding
GenAI's
strengths
limitations,
responsible
educational
contexts.
findings
revealed
that
participants
appeared
feel
more
comfortable
using
after
course
experiences.
results
also
point
enhanced
ability
understand
critically
assess
value
applications
contributes
existing
work
by
introducing
novel
pedagogical
approach
showcasing
synergy
between
humans
artificial
intelligence.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1), P. 1 - 16
Published: Jan. 27, 2025
ABSTRACT
Artificial
Intelligence
(AI)
literacy
has
come
to
the
spotlight,
empowering
individuals
adeptly
navigate
modern
digitalised
world.
However,
studies
on
teacher
AI
in
English
as
a
Foreign
Language
(EFL)
context
remain
limited.
This
study
aims
identify
intraindividual
differences
and
examine
its
associations
with
age
years
of
teaching
experience
among
782
teachers.
Given
absence
reliable
instrument
measure
literacy,
we
first
constructed
validated
scale
encompassing
five
sub‐scales:
Knowledge
,
Use
Assessment
Design
Ethics
.
Subsequently,
latent
profile
analysis
(LPA)
was
conducted
using
Mplus
7.4,
results
revealing
four
distinct
profiles:
Poor
(C1:
12.1%),
Moderate
(C2:
45.5%),
Good
(C3:
28.4%),
Excellent
(C4:
14.1%).
Multinomial
logistic
regression
analyses
indicated
significant
between
both
experience.
Additionally,
32
respondents
participated
semi‐structured
interviews.
The
qualitative
data
analysed
MAXQDA
2022
triangulated
quantitative
offered
deeper
insights
into
teachers’
perceptions
their
literacy.
provides
theoretical
practical
implications
for
understanding
Chinese
EFL
context.
Frontiers in Psychology,
Journal Year:
2024,
Volume and Issue:
15
Published: June 14, 2024
Artificial
Intelligence
(AI)
exerts
significant
influence
on
both
professional
and
personal
spheres,
underscoring
the
necessity
for
college
students
to
have
a
fundamental
understanding
of
AI.
Guided
by
self-determination
theory
(SDT),
this
study
explores
psychological
needs
satisfaction
AI
literacy
among
university
students.
A
cross-sectional
survey
involving
445
from
diverse
academic
backgrounds
was
conducted.
The
assessed
mediation
effect
students’
need
between
two
types
support—technical
teacher—and
literacy.
results
indicate
that
support
positively
influenced
fulfillment
autonomy
competence
needs,
which
subsequently
acted
as
mediators
in
enhancing
However,
relatedness
did
not
mediate
relationship
Unexpectedly,
no
direct
association
found
forms
levels
findings
suggest
although
technical
teacher
contribute
fulfilling
specific
only
are
predictive
lack
impact
underscores
importance
addressing
through
educational
interventions.
It
is
recommended
educators
provide
tailored
education
(AIEd)
institutions
develop
specialized
courses
enhance
Higher Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 24, 2024
Abstract
Artificial
intelligence
(AI)
chatbots
trained
on
large
language
models
are
an
example
of
generative
AI
which
brings
promises
and
threats
to
the
higher
education
sector.
In
this
study,
we
examine
emerging
research
area
in
(HE),
focusing
specifically
empirical
studies
conducted
since
release
ChatGPT.
Our
review
includes
23
articles
published
between
December
2022
2023
exploring
use
HE
settings.
We
take
a
three-pronged
approach
data.
first
state
field
HE.
Second,
identify
theories
learning
used
Third,
scrutinise
discourses
framing
latest
work
chatbots.
findings
contribute
better
understanding
eclectic
nascent
HE,
lack
common
conceptual
groundings
about
human
learning,
presence
both
dystopian
utopian
future
role
School Science and Mathematics,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 28, 2025
Abstract
We
applied
a
mixed‐method
survey
approach
to
explore
STEM
teachers'
perceptions,
familiarity,
and
the
support
needed
for
integrating
generative
artificial
intelligence
(GenAI)
in
K‐12
education.
The
study
collected
48
responses
from
Idaho,
USA,
predominantly
White,
female
teachers
servicing
rural
schools.
analyzed
data
using
both
descriptive
inferential
statistics,
along
with
thematic
content
analysis.
findings
revealed
diverse
perceptions
among
regarding
impact
of
GenAI
on
education,
an
almost
equal
split
between
those
who
viewed
positively
it
negatively.
Similarly,
familiarity
integration
varied
widely,
over
half
lacking
user
experience.
A
significant
positive
correlation
was
found
their
its
integration.
Despite
these
views,
there
strong
consensus
importance
equipping
students
AI‐related
knowledge
skills.
While
professional
development
identified
as
most
crucial
integration,
pointed
own
resistance
lack
awareness
school
leadership
major
challenges
implementing
GenAI‐focused
development.
discussed
implications
developing
systems
that
can
better
facilitate
Kuramsal Eğitimbilim,
Journal Year:
2025,
Volume and Issue:
18(1), P. 157 - 181
Published: Jan. 29, 2025
As
artificial
intelligence
(AI)
increasingly
influences
education,
understanding
learners'
experiences,
engagement
and
literacy
of
these
tools
is
critical.
This
study
explores
AI
among
Turkish
EFL
(English
as
a
Foreign
Language)
students
regarding
their
familiarity,
knowledge,
ethical
perceptions
technologies
in
academic
writing.
Using
descriptive
exploratory
approach,
the
surveyed
427
from
two
universities.
Findings
reveal
moderate
level
familiarity
usage
participants,
with
significant
reliance
on
for
translation
grammar
proofreading.
Despite
recognizing
AI's
potential
to
enhance
writing,
exhibited
limited
technical
proficiency
underlying
mechanisms,
highlighting
need
targeted
structured
education
The
findings
contribute
ongoing
discourse
integration
offering
insights
policymakers,
educators,
researchers
better
prepare
an
AI-driven
environment.
Journal of Leadership Studies,
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 13, 2025
The
current
article
examines
artificial
intelligence's
(AI)
role
in
leadership
training,
education,
and
development
across
higher
education
industry
contexts.
We
analyze
implementations
explore
how
AI
technologies
reshape
preparation
while
investigating
the
essential
balance
between
task‐oriented
relationship‐oriented
approaches.
Our
analysis
reveals
that
successful
integration
depends
on
human‐in‐the‐loop
processes,
pedagogical
design
preserves
relationship‐building,
comprehensive
literacy
development.
study
introduces
concept
of
‘taxonomical
leapfrogging’
demonstrates
can
enhance
traditional
through
sophisticated
content
sequencing,
personalized
learning
pathways,
intelligent
feedback
systems.
provide
a
practical
framework
for
implementing
tools
identifying
key
challenges,
including
quality
assurance
at
scale
ethical
considerations.
findings
suggest
effective
requires
integrated
approaches
leverage
AI's
capabilities
preserving
human
elements,
with
specific
recommendations
both
academic
programs
initiatives.
Advances in educational technologies and instructional design book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 117 - 142
Published: Sept. 20, 2024
Artificial
Intelligence
in
education
has
revolutionized
learning
environments,
but
it
brings
significant
challenges
concerning
data
privacy
and
ethical
considerations.
Through
a
comprehensive
review
of
contemporary
research,
the
author
investigates
types
collected
AI-driven
education,
risks,
considerations,
potential
solutions
to
address
these
issues.
The
chapter
presents
case
studies,
including
inBloom
initiative
implementation
analytics
at
Open
University
UK,
illustrate
real-world
solutions.
Our
analysis
reveals
complex
landscape
where
AI-enhanced
promises
improved
outcomes
also
introduces
risks
related
breaches,
algorithmic
bias,
misuse
sensitive
information.
In
response
challenges,
we
propose
multi-faceted
approach.
We
recommend
that
educational
institutions
develop
clear
usage
policies,
policymakers
update
regulations
AI
complexities,
EdTech
developers
adopt
“privacy
by
design”
approach,
educators
improve
their
literacy.
Discover Education,
Journal Year:
2025,
Volume and Issue:
4(1)
Published: Jan. 3, 2025
Artificial
Intelligence
(AI)
is
now
everywhere,
including
in
the
classroom.
Thus,
it
crucial
for
teachers
not
only
to
be
able
use
AI,
but
also
understand
it,
as
they
bear
responsibility
of
teaching
next
generation
with
and
about
AI.
Although
there
have
been
extensive
discussions
importance
digital
skills
knowledge
limited
research
has
focused
on
attitudes,
skills,
AI
literacy
levels
teachers,
within
small
populations
where
English
native
language,
such
Cyprus.
Our
study
addresses
this
gap
by
adapting
General
Attitudes
Towards
Scale
(GAAIS)
Literacy
(AILS)
into
Greek
investigating
attitudes
towards
literacy,
intentions
teach
among
The
versions
GAAIS
AILS
validated,
demonstrating
good
validity
reliability.
findings
indicate
that
Cypriot
generally
possess
intermediate
maintain
neutral
exhibit
literacy.
Moreover,
we
discovered
significant
positive
correlations
between
teachers'
their
