Reskilling and Upskilling Future Educators for the Demands of Artificial Intelligence in the Modern Era of Education

Advances in computational intelligence and robotics book series, Journal Year: 2025, Volume and Issue: unknown, P. 175 - 200

Published: April 25, 2025

The integration of artificial intelligence (AI) in education is altering teaching and requires educators to develop new competencies. Through a systematic review 247 articles published between 2022 2024, this chapter explores three major themes, namely, AI Teacher Competency Development, Challenges Reskilling Upskilling, Strategies for Effective Reskilling. It has become evident that have acquire digital literacy, data analytics skills, AI-specific pedagogical strategies, with corresponding need address ethical concerns around algorithmic bias, privacy, equity access. Moreover, institutional resistance, inequitable especially the fast evolution AI, which outpaces often existing training frameworks, are identified as evolving concerns. This chapter, therefore, proposes embed into continuous professional development, enhance interdisciplinary collaborations, adapt frameworks such P21, TPACK, DigCompEdu specific needs AI.

Language: Английский

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The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy

Acta Psychologica, Journal Year: 2025, Volume and Issue: 253, P. 104708 - 104708

Published: Jan. 14, 2025

Language: Английский

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Redefining Pedagogy with Artificial Intelligence: How Nursing Students are Shaping the Future of Learning

Nurse Education in Practice, Journal Year: 2025, Volume and Issue: 84, P. 104330 - 104330

Published: March 1, 2025

Language: Английский

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Factors Influencing AI-Assisted Thesis Writing in University: A Pull-Push-Mooring Theory Narrative Inquiry Study

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

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Generative AI in Higher Education: Teachers’ and Students’ Perspectives on Support, Replacement, and Digital Literacy

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 396 - 396

Published: March 21, 2025

Artificial intelligence (AI) is increasingly shaping diverse sectors, including education, sparking debates about its potential to transform pedagogical practices and redefine the role of educators. This study explores perceptions applications generative AI in Moroccan higher education better understand implications for teaching learning. A mixed-methods approach was adopted, combining quantitative data from 130 teachers 156 students with qualitative insights. Quantitative findings reveal significant differences: demonstrate greater openness adopting AI, appreciating capacity provide instant feedback, enhance creativity, improve academic performance. In contrast, express reservations, particularly regarding AI’s undermine critical soft skills such as collaboration, problem-solving, thinking. Qualitative analyses confirm these trends, highlighting that, while perceived a valuable complementary tool, it cannot replace essential human educators providing personalized guidance addressing students’ emotional cognitive needs. Both groups agree on necessity enhanced digital literacy ensure ethical effective integration. These underscore opportunities learning efficiency, limitations like concerns over-reliance, offering actionable insights policymakers, educators, technologists aiming integrate responsibly education.

Language: Английский

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Exploring the factors influencing the adoption of artificial intelligence technology by university teachers: the mediating role of confidence and AI readiness

BMC Psychology, Journal Year: 2025, Volume and Issue: 13(1)

Published: March 27, 2025

This study aims to explore the mediating role of confidence and artificial intelligence (AI) readiness in university teachers' behavioral intention adopt AI technology, providing empirical support for enhancing willingness use technology from both theoretical practical perspectives. used a random sampling method conduct an online survey 504 teachers, assessing impact subjective norms on intention. The included scales norms, confidence, readiness, Data analysis was performed using AMOS 26, SPSS Statistics 27 software Model 6 PROCESS 4.0 plugin, aiming investigate between Subjective were found have significant positive correlation with indirectly influenced through or readiness. Confidence played chain-mediating relationship (β = 0.0324, 95% CI: [0.0129, 0.0551]), accounting 12.87% total effect. reveals indicating that not only directly enhance but also exert indirect effects single chain mediation findings highlight critical intention, suggesting effectively increase it is important focus improving their thereby strengthening norms.

Language: Английский

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Editorial

Newborn, Journal Year: 2025, Volume and Issue: 4(1), P. iv - x

Published: March 25, 2025

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A cross-country analysis of self-determination and continuance use intention of AI tools in business education: Does instructor support matter?

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100402 - 100402

Published: April 1, 2025

Language: Английский

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Modeling the influence of AI dependence to research productivity among STEM undergraduate students: case of a state university in the Philippines

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

Published: April 16, 2025

STEM fields—Science, Technology, Engineering, and Mathematics—play crucial roles in advancing knowledge, driving innovation, addressing challenges by means of several mechanisms including research. Consequently, curricula higher education institutions prepare undergraduate students taking these fields to engage produce quality research outputs preparation for their future careers or roles. The advent educational resources help perform research-related tasks artificial intelligence. Although AI use is viewed as inappropriate doing scholarly works due concerns about academic integrity the fear losing essential cognitive skills, growing dependence among inevitable. In this regard, present study seeks empirically investigate influence toward students’ productivity, mediating disposition, self-efficacy. Through literature review, a structural model was proposed validated. Initially, instrument developed reflective constructs where items were also generated using review. Eventually, an online survey conducted recorded 834 valid responses from students. Results revealed that seven hypotheses model, six are supported except causal path between productivity. paths dispositions, self-efficacy well three This indicates mediation linking findings imply strategic integration may foster not only skills development but motivation confidence, which together could enhance overall productivity fields.

Language: Английский

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Artificial Intelligence‐Critical Pedagogic: Design and Psychologic Validation of a Teacher‐Specific Scale for Enhancing Critical Thinking in Classrooms

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(3)

Published: April 23, 2025

ABSTRACT Background Critical thinking is essential in modern education, and artificial intelligence (AI) offers new possibilities for enhancing it. However, the lack of validated tools to assess teachers' AI‐integrated pedagogical skills remains a challenge. Objectives The current study aimed develop validate Artificial Intelligence‐Critical Pedagogy Scale (AICPS) measure ability use AI fostering critical thinking. Methods This was conducted Saudi Arabia consisted two phases. Phase 1 involved item development through literature review semi‐structured interviews with 17 secondary school teachers, leading an initial pool 100 items. After expert reviews pilot study, scale refined 47 2 evaluated psychometric properties exploratory factor analysis (EFA), confirmatory (CFA), graph (EGA), reliability assessments measurement invariance testing across gender. final sample included 800 teachers. Results Conclusions EFA confirmed four‐factor structure 39 four factors were Competence Creating Thinking‐Oriented Learning Environments (CCCTOLE), Ability Provide Dynamic Innovative Feedback (APDIF), Understanding Interaction Emerging Technologies (UIELT) Creativity Designing Transformative Activities (CDTLA). CFA demonstrated good model fit ( χ /df = 3.24, RMSEA 0.075, CFI 0.916 TLI 0.909). EGA further supported structure. Internal consistency excellent, Cronbach's alpha McDonald's omega above 0.70 all subscales. Measurement that functions equivalently gender groups. AICPS reliable valid tool assessing AI‐based pedagogy skills. Its suggests its applicability diverse educational contexts. can guide future teacher training policy decisions AI‐driven education.

Language: Английский

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