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.
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.
Education Sciences,
Journal Year:
2025,
Volume and Issue:
15(2), P. 152 - 152
Published: Jan. 26, 2025
The
application
of
Artificial
Intelligence
(AI)
to
teacher
training
is
a
rather
recent
phenomenon
and
there
need
for
more
research
on
its
use
in
education.
This
paper
examines
the
interpretation
AI
by
student
language
teachers
during
10-week
telecollaborative
course
between
students
from
two
universities,
one
USA
other
Spain
(n
=
46).
focused
Technology-Enhanced
Project-Based
Language
Learning
(TePBLL)
was
divided
into
different
‘technological
blocks’.
article
centered
around
technology
block.
analysis
based
three
exit
tickets
(reflection
prompts)
that
demonstrate
participants’
thoughts
changing
perspectives
towards
AI.
Through
thematic
open-ended
responses,
this
study
shows
participants
initially
appeared
skeptical
before
moving
tentative
optimism
after
first
studying
theory
examples
AI,
followed
creation
AI-based
lessons
activities.
identify
as
means
personalize
make
learning
efficient
while
expressing
concerns
related
overuse,
ethical
issues
potential
undermining
critical
thinking
creativity.
small
looks
at
evolution
teachers’
concepts
about
AI-enhanced
teaching
before,
they
engage
findings
suggest
hands-on
includes
lesson
design
helps
view
complementary
tool
many
aspects
their
teaching,
although
can
only
be
achieved
through
an
adequate
pedagogical
application.
Interactive Technology and Smart Education,
Journal Year:
2025,
Volume and Issue:
unknown
Published: April 9, 2025
Purpose
This
study
aims
to
investigate
the
key
factors
influencing
students’
adoption
of
artificial
intelligence
(AI)
chatbot
applications
in
higher
education.
It
further
examines
mediating
and
moderating
role
AI
chatbots
tech
readiness
determining
effect
perceived
usefulness,
subjective
norms,
simplicity
literacy
on
intention
use
applications.
Design/methodology/approach
A
survey
was
conducted
at
Malaysian
universities
whereby
430
students
participated
426
responses
were
deemed
valid
for
analysis.
The
data
carefully
examined
ensure
accuracy
proposed
model.
To
comprehend
intricate
relationships
model,
authors
used
partial
least
squares
structural
equation
modeling
(PLS-SEM)
technique.
Findings
results
revealed
that
usefulness
(PU),
norm
(SN),
(TL)
(TS)
have
a
significant
impact
significantly
influences
findings
indicated
mediates
PU,
SN,
TL
TS
chatbots.
Tech
(TR)
moderates
PU
Originality/value
research
addresses
new
insight
into
within
education,
particularly
demonstrating
how
act
as
mediators
moderators
shaping
perceptions
Advances in educational technologies and instructional design book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 329 - 362
Published: Dec. 13, 2024
This
chapter
examines
professors'
perspectives
on
using
risk-free
artificial
intelligence
(AI)
in
higher
education
classrooms,
focusing
the
perceived
benefits,
challenges,
and
ethical
considerations
surrounding
AI
implementation.
Researchers
gathered
insights
into
experiences
viewpoints
integrating
educational
settings
through
a
qualitative
study
survey
method,
semi-structured
interviews,
questionnaires.
The
findings
reveal
that
while
offers
substantial
opportunities
for
enhancing
teaching
learning,
it
also
brings
notable
challenges
concerns.
Based
these
insights,
recommends
best
practices
to
ensure
responsible
effective
use
of
tools
education.
