The Realistic Dilemmas and Possible Paths of Artificial Intelligence Enabling Teacher Education DOI Creative Commons
Qin Zhou

Applied Mathematics and Nonlinear Sciences, Journal Year: 2024, Volume and Issue: 9(1)

Published: Jan. 1, 2024

Abstract This paper explains the dilemma of artificial intelligence in relation to development teacher education based on functional structure and activity characteristics education. Then, after designing a survey questionnaire factors affecting empowered by completing reliability test, collects initial data form distributing questionnaires analyzes detail least squares estimation mean, variance, standard deviation, correlation coefficient, regression coefficient needed process analyzing carry out analysis instances. The coefficients training, professional development, policy support, resource allocation, literacy, educational information technology behaviors, AI-enabled are 0.674 (0.003), 0.496 (0.001), 0.259 (0.009), 0.371 (0.008), 0.639 (0.004), 0.325 (0.007). Their corresponding were 0.616 (t=59.852, P=0.003), 0.021 (t=0.018, P=0.007), 0.078 (t=5.668, P=0.005), 0.032 (t=3.282, P=0.009), 0.239 (t=29.734, P=0.008), 0.137 (t=5.406, P=0.001), indicating that these have significant impact relationship

Language: Английский

From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context DOI Open Access
Ziwen Pan, Yongliang Wang

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.

Language: Английский

Citations

3
Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources DOI Creative Commons
Rethabile Rosemary Molefi, Musa Adekunle Ayanwale, Lehlohonolo Kurata

et al.

Computers and Education Open, Journal Year: 2024, Volume and Issue: 6, P. 100191 - 100191

Published: May 21, 2024

This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on mediating role school support resources (SSR). In Lesotho's educational landscape, which is characterized by a growing interest technology integration, this fills an essential gap existing literature exploring teachers' perspectives AI adoption influence SSR. Using Unified Theory Acceptance Use Technology (UTAUT) as theoretical framework, adopts cross-sectional design, collecting data from sample 315 through online surveys. The was analyzed using maximum likelihood estimation. results reveal substantial positive relationship between perceived usefulness, ease use, attitude towards AI, with SSR playing pivotal complementary mediator these connections. However, identifies non-significant technical proficiency behavioral intention, suggesting need for further investigation into skills effective integration. highlight critical shaping intentions to use their teaching practices. As result, recommends tailored continuous professional development programs collaborative learning communities enhance skills. Additionally, it emphasizes importance advocating policies that integration education underscores ethical considerations related use. We discuss implications our concerning integrating practices schools outline future directions.

Language: Английский

Citations

14
Shifting Dynamics: Who Holds the Reins in Decision‐Making With Artificial Intelligence Tools? Perspectives of Gen Z Pre‐Service Teachers DOI Creative Commons
Ayşe MERZİFONLUOĞLU, Habibe Güneş

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Feb. 21, 2025

ABSTRACT Artificial intelligence (AI) is significantly shaping education and currently influencing pre‐service teachers' academic professional journeys. To explore this influence, the present study examines 389 Generation Z attitudes towards AI its impact on educational decision‐making at two state universities, using an explanatory sequential mixed‐methods research design. Quantitative data were collected through General Attitudes to Intelligence Scale (GAAIS) survey. It was followed by qualitative gathered via semi‐structured interviews enrich statistical trends with deeper thematic insights. SPSS used for quantitative analysis while MAXQDA employed a systematic of data. The revealed that female teachers held more positive AI, higher levels knowledge contributing these attitudes. Negative attitudes, however, independent gender, discipline or familiarity. Findings also reveal tools, particularly ChatGPT, are primarily as advisors, often adapt AI's suggestions their preferences. predominantly preferred assignments, reports, projects presentations. In acceptance, time effort savings, innovative unbiased recommendations stated key factors. However, there ongoing trust concerns highlighting necessity keeping final decisions under human control. Based findings, comprehensive training students in suggested.

Language: Английский

Citations

1
Applications of Artificial Intelligence in Contemporary Sociology DOI
Guillermo Alfredo Jiménez Pérez, José Manuel Hernández de la Cruz

LatIA, Journal Year: 2024, Volume and Issue: 1, P. 12 - 12

Published: July 23, 2024

Language: Английский

Citations

7
Artificial Intelligence in Teaching and Teacher Professional Development: A Systematic Review DOI Creative Commons
Xiao Jian Tan, Gary Cheng, Man Ho Ling

et al.

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: unknown, P. 100355 - 100355

Published: Dec. 1, 2024

Language: Английский

Citations

7
Define, Foster, and Assess Student and Teacher AI Literacy and Competency for All: Current Status and Future Research Direction DOI Creative Commons
Thomas K. F. Chiu, Ismaila Temitayo Sanusi

Computers and Education Open, Journal Year: 2024, Volume and Issue: unknown, P. 100182 - 100182

Published: May 1, 2024

Language: Английский

Citations

5
Exploring pre-service English language teachers’ readiness for AI-integrated language instruction DOI
Zekiye Özer‐Altınkaya, Ramazan Yetkin

Pedagogies An International Journal, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 17

Published: Jan. 10, 2025

Recent advancements in artificial intelligence (AI) technologies have created new opportunities education. While existing research has largely focused on AI's role educational contexts and teachers' perceptions of AI-supported learning, there remains a notable gap understanding readiness to integrate AI into their instructional practices. This study addresses this by exploring pre-service English language (PELTs) incorporate future classrooms, specifically examining confidence using AI, attitudes towards perceived needs for training support. The involved nine PELTs enrolled at state university Türkiye employed qualitative methodology. Data were collected through reflective journals semi-structured interviews, thematic analysis was used identify key findings. Results revealed that generally hold positive education but emphasize the need targeted additional support implement effectively teaching These findings underscore importance enhancing AI-related programs teachers facilitate integration Future with larger more diverse samples is recommended validate these results provide robust insights policymaking curriculum development.

Language: Английский

Citations

0
Pre-service Preschool and Primary School Teachers’ Position on Artificial Intelligence DOI
Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė

EAI/Springer Innovations in Communication and Computing, Journal Year: 2025, Volume and Issue: unknown, P. 183 - 197

Published: Jan. 1, 2025

Language: Английский

Citations

0
Feasibility and Challenges of AI Empowering Higher Education DOI

德昌 陈

Creative Education Studies, Journal Year: 2025, Volume and Issue: 13(02), P. 174 - 180

Published: Jan. 1, 2025

Language: Английский

Citations

0
AI literacy guidelines and policies for academic libraries: A scoping review DOI
Muhammad Yousuf Ali, Joanna Richardson

IFLA Journal, Journal Year: 2025, Volume and Issue: unknown

Published: March 13, 2025

Artificial intelligence (AI) literacy has become an important skill for library and information professionals. This scoping review synthesizes the literature that explores use of AI to educate academic librarians users. From 1824 articles found, authors selected 10 suitable articles. The study found professional organizations have developed resources and/or AI-literacy-based policy guidelines, which help users make literate fair AI. For their part, professionals promote through workshops, sessions, user education, LibGuides content online tutorial programmes. At same time, highlights need these more AI-literate themselves. education programmes provided by libraries can play a vital role in effective AI-based tools products research purposes.

Language: Английский

Citations

0