Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education DOI
Danah Henriksen, Edwin Creely, Natalie Gruber

et al.

Journal of Teacher Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 18, 2025

This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications enhancing SEL competencies such as self-awareness, empathy, social skills through tools like real-time emotional feedback personalized experiences. However, integration into also presents significant challenges, including risks depersonalization, algorithmic bias, privacy concerns. paper introduces conceptual framework designed to prepare both pre-service in-service teachers navigate these complexities, emphasizing ethical considerations, human oversight, cultural sensitivity. The highlights strategies operationalize sensitivity within AI systems, recognizing limitations current technologies in accounting diverse norms. By addressing opportunities risks, we aim provide balanced analysis GenAI’s potential well guidance education programs.

Language: Английский

Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention DOI Creative Commons
Hongzhi Yang, Lina Markauskaitė

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 159, P. 104980 - 104980

Published: March 12, 2025

Language: Английский

Citations

0
Development and validation of the Artificial Intelligence Literacy Scale for Teachers (AILST) DOI
Yimin Ning, Wenjun Zhang,

D Yao

et al.

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: March 15, 2025

Language: Английский

Citations

0
Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration DOI Creative Commons
Lucas Kohnke, Di Zou, Amy Wanyu Ou

et al.

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100398 - 100398

Published: March 1, 2025

Language: Английский

Citations

0
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery DOI
Melis Dilek, Evrim Baran, Ezequiel Aleman

et al.

Journal of Teacher Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 18, 2025

Teacher education increasingly requires educators to engage with generative AI technologies, yet critical and reflective engagement opportunities remain scarce. While is often framed as a tool for automation, its broader pedagogical ethical implications receive less attention. To address this gap, we implemented co-discovery approach within an online in Education (AIEd) course enhance educators’ literacy. This illustrative case study examines which literacy components can be developed through how fosters reflective, critical, participatory AI. Findings revealed that activities, co-constructed understanding of concepts, considerations, context-specific applications. The highlights the need prolonged by integrating it into teacher program ensure critically navigate assert their agency AI’s complex role education.

Language: Английский

Citations

0
Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education DOI
Danah Henriksen, Edwin Creely, Natalie Gruber

et al.

Journal of Teacher Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 18, 2025

This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications enhancing SEL competencies such as self-awareness, empathy, social skills through tools like real-time emotional feedback personalized experiences. However, integration into also presents significant challenges, including risks depersonalization, algorithmic bias, privacy concerns. paper introduces conceptual framework designed to prepare both pre-service in-service teachers navigate these complexities, emphasizing ethical considerations, human oversight, cultural sensitivity. The highlights strategies operationalize sensitivity within AI systems, recognizing limitations current technologies in accounting diverse norms. By addressing opportunities risks, we aim provide balanced analysis GenAI’s potential well guidance education programs.

Language: Английский

Citations

0