Generative Artificial Intelligence (AI) in the high school English classroom and its effect on students’ identity and teachers’ practice

English in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 17

Published: April 23, 2025

Language: Английский

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Artificial Intelligence Adoption Practices in Scholarly Publishing of Early-Stage Academic Researchers

Journal of Learning Theory and Methodology, Journal Year: 2025, Volume and Issue: 6(1), P. 42 - 52

Published: April 30, 2025

Background. Artificial intelligence has drastically changed work environments, resulting in skill shifts the workforce. With catch-up formal instructions on AI utilisation, adult learners rely self-directed and experiential learning for upskilling reskilling of technology adoption their workflows. In higher education, students faculty employ various strategies adopting academic course requirements research undertakings. Developing a theory planned behaviour generative an educational setting requires investigation perceived actual behavioural controls non-users users applications. Objectives. This study investigated practices early-stage researchers teaching-focused institution scholarly publishing. Materials methods. The intention utilisation were examined 50 graduate from education institution. An framework was adapted to investigate four components publishing: conception, writing, editing proofreading, Descriptive statistics used present analyse patterns writing Results. Findings show that only half respondents idea extraction, grammar checking, paraphrasing. Furthermore, there general perception satisfactory ability editing, proofreading. Conclusions. As implication methodology, provides valuable insights integrating literacy into contemporary frameworks.

Language: Английский

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Promoting formative self-assessment through peer assessment: peer work quality matters for writing performance and internal feedback generation

International Journal of Educational Technology in Higher Education, Journal Year: 2025, Volume and Issue: 22(1)

Published: April 10, 2025

Abstract Generating quality and accurate internal feedback in self-assessment is challenging for higher education students. Assessing peer works has been linked to enhancing concurrent follow-up self-assessments prior research theoretical models. However, empirical evidence concerning how work influences subsequent behaviors online learning environments scarce contradictory. Hence, this study aimed investigate the effects of assessed on writing performance amount, content, accuracy via an experiment. The participants were 164 university students who completed abstract assessment tasks setting. Specifically, they wrote a study; provided two low-quality abstracts (PF− −), one high-quality (PF+ −) abstract, or +); self-scored generated their abstracts; revised abstracts. groups’ initial abstracts, self-scorings, analyzed. findings revealed that PF+ + − groups had significantly performance, more comments expressing problems writings proposing specific suggestions improvement, self-scoring problem detection than PF− group. Indicating impact quality, suggests using at least (online) enhance accuracy.

Language: Английский

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AI in Art Education: Innovation, Ethics, and the Future of Creativity

Art and Design Review, Journal Year: 2025, Volume and Issue: 13(02), P. 115 - 129

Published: Jan. 1, 2025

Language: Английский

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