South African Journal of Education,
Journal Year:
2024,
Volume and Issue:
44(4), P. 1 - 8
Published: Nov. 30, 2024
The
use
of
artificial
intelligence
in
foreign
language
teaching,
and
particularly
teaching
writing,
is
still
under
investigation
for
its
potential
positive
impact
benefits.
So
far,
the
focus
was
on
controversial
uses,
due
to
challenges
teachers.
However,
when
used
just
learning
purposes,
it
can
be
a
facilitating
tool
students.
key
now
understand
effects,
challenges,
opportunities,
establish
framework
use,
make
teachers
aware
potential.
To
this
end,
article
we
take
functional
utilitarian
approach
by
identifying
characteristics
capacities
currently
available
sites.
A
description
different
sites
given
along
with
their
advantages
disadvantages.
Since
only
few
fundamental
works
have
been
published
subject,
propose
taxonomy
examples,
evaluate
benefits
drawbacks
suggests
applications
research.
Vysshee Obrazovanie v Rossii = Higher Education in Russia,
Journal Year:
2025,
Volume and Issue:
34(2), P. 31 - 50
Published: Feb. 26, 2025
The
issue
of
using
generative
artificial
intelligence
(GenAI)
in
education
is
the
focus
both
its
advocates
and
critics.
world
academic
community
trying
to
consider
rapidly
spreading
phenomenon,
determine
place
educational
process
work
out
regulatory
framework.
application
GenAI-powered
services
changes
conceptual
didactic
foundations
education.
In
order
predict
scenarios
university
development
timely
response
on
managerial
level,
needs
survey
data
use
tools
by
actors
–
staff
students.
paper
contributes
study
patterns
students
teachers.
authors
surveyed
(
N
=
450),
researchers
teaching
228)
Moscow
City
University.
greater
popularity
GenAI
among
a
more
discreet
position
teachers
determined
different
strategies
their
use.
complementary
function
active
strategy
teacher
does
not
change
essence
compared
students’
one.
accomplishment
written
assignments
with
help
as
most
common
transforms
conventional
understanding
responsibility
transparency
results.
findings
highlight
reconsideration
higher
nature
require
transform
practices
learning.
conclude
that
contradictory
attitudes
towards
assumption
ethical
norms
for
(higher)
education,
well
increasing
level
AI
literacy
Üniversite Araştırmaları Dergisi,
Journal Year:
2025,
Volume and Issue:
8(1), P. 139 - 148
Published: March 20, 2025
Bu
makale,
yapay
zekânın
üniversitelerdeki
kullanımına
dair
kapsamlı
bir
inceleme
sunmaktadır.
Yapay
eğitimde
kişiselleştirilmiş
öğrenme,
veriye
dayalı
karar
alma,
akademik
çalışmalara
hız
kazandırma
ve
toplumsal
sorunlara
çözüm
geliştirme
konularındaki
potansiyeli
ele
alınmıştır.
Ayrıca,
üniversitelerin
zekâ
entegrasyonu
sırasında
karşılaşabilecekleri
altyapı
eksiklikleri,
etik
sorunlar
erişim
eşitsizlikleri
gibi
zorluklara
yönelik
stratejiler
tartışılmaktadır.
çalışma
betimleyici
araştırma
olup
üniversitelerde
odaklanmaktadır;
öğrenme
yöntemleri
süreçleri
üzerindeki
olası
etkileri,
fırsatları
zorlukları
alarak
bu
süreçte
nasıl
adaptasyon
stratejisi
geliştirmeleri
gerektiğini
tartışmaktadır.
Çalışma,
ayrıca
geleceğin
üniversitelerine
etkisini
anlamak
teknolojinin
eğitim
süreçlerindeki
rolünü
optimize
etmek
için
rehber
olarak
düşünülebilir.
Oxford University Press eBooks,
Journal Year:
2025,
Volume and Issue:
unknown
Published: April 3, 2025
Abstract
When
crafting
argumentative
essays,
increasingly,
students
use
large
language
models
(LLMs)
to
help
with
writing,
and
we
notice
this
happening
taking
ethics
classes
as
part
of
their
professional
education.
This
chapter
argues
that
relying
too
much
on
LLMs
can
lead
moral
deskilling
because
writing
texts
shapes
skills,
including
sensitivity
imagination
future
professionals.
The
development
sharpening
skills
rely
effort,
which
undermine
by
design.
Furthermore,
the
struggle
develop
an
argument
find
right
words,
structure,
tone
contributes
relevant
like
resilience
grit.
It
is
itself
leads
a
better
understanding
how
difficult
it
make
ethical
arguments,
contribute
more
complex
perspective-taking
in
reflection.
upshot
replacing
written
assignments
education
other
formats,
oral
assessments
or
practical
assignments,
risks
losing
valuable
format
for
skill
development.
ends
advice
educators
dealing
student’s
tendency
delegate
without
giving
up
formative
assignments.
IGI Global eBooks,
Journal Year:
2025,
Volume and Issue:
unknown, P. 119 - 148
Published: April 4, 2025
Mastery-based
learning
has
developed
as
a
transformational
approach
to
education,
focusing
on
the
development
of
competency
and
deep
knowledge
over
traditional
time-bound
learning.
This
chapter
discusses
how
practical
support
mechanisms
may
be
built
facilitate
mastery-based
within
context
positive
education.
By
integrating
educational
methods
with
ideas
thriving,
stresses
ways
that
help
learners
realize
their
full
potential.
The
analysis
contains
theoretical
ideas,
examples,
technology
developments
lead
tailored
experiences.
Additionally,
offers
strategies
for
monitoring
student
success,
ensuring
fairness
in
opportunities,
addressing
frequent
problems
implementation.
findings
underscore
crucial
importance
supportive
settings
building
mastery
well-being,
presenting
recommendations
educators
policymakers
create
meaningful
sustainable
practices.
