As
we
stand
at
the
cusp
of
a
revolution
in
classrooms,
utilization
Generative
Artificial
Intelligence
(GenAI)
education
has
catapulted
scholarly
discourses
into
spotlight.
However,
few
research
studies
have
delved
potential
benefits
and
challenges
GenAI
education.
This
study
sought
to
determine
perceptions,
benefits,
students
Saint
Mary's
University
Senior
High
School
(SMUSHS)
regarding
use
generative
AI.
The
employed
descriptive-comparative
design,
using
both
quantitative
qualitative
methods.
A
Likert
scale
was
used
section,
while
an
open-ended
question
for
part.
With
purposive
sampling,
274
were
selected
as
respondents
study.
After
data
analysis,
findings
revealed
that
senior
high
school
positively
perceive
AI
tool
enhances
learning
outcomes.
Additionally,
tend
focus
more
on
drawbacks
than
when
it
comes
GenAI,
evidenced
by
significantly
higher
average
level
perceived
experience
their
It
also
found
frequency
usage
significant
difference
students'
perceptions
Furthermore,
academic
standing
played
major
role
shaping
challenges.
For
integration
education,
majority
suggest
restrictions
limitations
be
implemented
well
strengthening
policies
ensure
are
not
relying
solely
work.
could
serve
basis
formulating
guidelines
conducting
seminars
teachers
address
misconceptions
increase
awareness
educational
settings.
Advances in healthcare information systems and administration book series,
Год журнала:
2024,
Номер
unknown, С. 1 - 19
Опубликована: Фев. 9, 2024
With
the
increasing
popularity
of
artificial
intelligence
(AI)
applications
in
medical
practices,
integration
AI
technologies
into
education
has
garnered
significant
attention.
However,
there
exists
a
noticeable
research
gap
when
it
comes
to
providing
comprehensive
guidelines
and
recommendations
for
its
successful
this
domain.
Addressing
is
crucial
as
responsible
effective
incorporation
not
only
ensures
that
current
future
healthcare
professionals
are
well-prepared
demands
modern
medicine
but
also
upholds
ethical
standards,
maximizes
potential
benefits
AI,
minimizes
risks.
The
objective
chapter
fill
by
offering
practical
tips
actionable
insights
incorporating
education,
encompassing
practical,
ethical,
pedagogical,
professional
implications.
Consequently,
equips
educators
learners
alike
with
knowledge
tools
necessary
navigate
evolving
landscape
age
AI.
IEEE Transactions on Learning Technologies,
Год журнала:
2024,
Номер
17, С. 1588 - 1599
Опубликована: Янв. 1, 2024
The
advent
of
generative
artificial
intelligence
(AI)
has
ignited
an
increase
in
discussions
about
AI
tools
education.
In
this
study,
a
human-centred
learning
and
teaching
framework
(HCLTF)
that
uses
for
self-regulated
development
through
domain
knowledge
was
proposed
to
catalyse
changes
educational
practices.
illustrates
how
can
revolutionise
practices
transform
the
processes
become
human-centred.
It
emphasises
evolving
roles
teachers,
who
increasingly
skilful
facilitators
humanistic
storytellers
craft
differentiated
instructions
attempt
develop
students'
individualised
learning.
Drawing
upon
insights
from
neuroscience,
guides
students
employ
augment
their
attentiveness,
stimulate
active
engagement
learning,
receive
immediate
feedback,
encourage
self-reflection.
pedagogical
approach
is
also
reimagined;
teachers
equipped
with
literacy
refine
strategies
better
equip
meet
future
challenges.
practical
application
demonstrated
case
study
involving
Chinese
language
writing
ability
among
primary
within
K–12
context.
This
paper
reports
results
60-hour
programme
teachers.
Specifically,
providing
in-service
cases
helped
them
understand
concepts
integrate
into
increased
perceived
design
AI-integrated
courses
would
enhance
attention,
engagement,
confidence,
satisfaction.
Behavioral Sciences,
Год журнала:
2024,
Номер
14(5), С. 373 - 373
Опубликована: Апрель 29, 2024
Generative
artificial
intelligence
(GenAI)
has
taken
educational
settings
by
storm
in
the
past
year
due
to
its
transformative
ability
impact
school
education.
It
is
crucial
investigate
pre-service
teachers’
viewpoints
effectively
incorporate
GenAI
tools
into
their
instructional
practices.
Data
gathered
from
606
teachers
were
analyzed
explore
predictors
of
behavioral
intention
design
Gen
AI-assisted
teaching.
Based
on
Unified
Theory
Acceptance
and
Use
Technology
(UTAUT)
model,
this
research
integrates
multiple
variables
such
as
Technological
Pedagogical
Content
Knowledge
(TPACK),
anxiety,
technology
self-efficacy.
Our
findings
revealed
that
social
influence,
performance
expectancy
significantly
predicted
GenAI-assisted
However,
effort
facilitating
conditions
not
statistically
associated
with
intentions.
These
offer
significant
insights
intricate
relationships
between
influence
perspectives
intentions
regarding
technology.
Abstract
Despite
abundant
research
on
the
pedagogical
benefits
of
generative
AI
(GenAI)
in
ELT,
teachers’
agentive
use
GenAI
an
instructional
context
has
not
been
fully
explored.
How
pre-service
teachers
utilize
teacher-training
courses
also
remains
unclear.
Thus,
grounded
framework
teacher
agency
and
professional
development,
this
study
explored
English
perceptions
engaging
a
GenAI-enhanced
lesson
design
project.
Thematic
analysis
interviews
reflection
papers
from
eighteen
who
participated
with
diverse
tools
revealed
their
two
aspects:
(1)
role
teacher–GenAI
collaboration;
(2)
responsible
to
address
its
constraints.
The
findings
highlight
importance
leveraging
for
ELT.
Pedagogical
implications
training
literacy
are
discussed.
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 4, 2024
Abstract
Rapid
technological
advancements
of
recent
decades
have
fueled,
among
other
aspects,
a
global
boom
in
the
utilization
artificial
intelligence
(AI)
tools
across
variety
areas.
Higher
education,
like
domains,
has
embraced
these
innovations,
with
ChatGPT
emerging
as
one
latest
additions.
Faculty
perception,
ability,
and
willingness
to
adopt
new
remain
fundamental
factors
understanding
their
proliferation
adoption.
However,
it’s
equally
important
strike
balance
between
reaping
benefits
technology
safeguarding
well-being
faculty
members.
Against
this
backdrop,
study
assesses
impact
series
on
adoption
university
members,
taking
reference
Technology
Acceptance
Model
(TAM).
Additionally,
we
analyze
well-being.
All
hypotheses
are
tested
using
covariance-based
structural
equation
modeling
(CB-SEM).
The
findings
highlight
positive
influence
perceived
usefulness,
ease
use
enjoyment
Moreover,
seems
boost
faculty’
happiness
energy,
while
diminishing
stress
levels.
Theoretical
practical
implications
discussed
last
section.
Electronics,
Год журнала:
2024,
Номер
13(8), С. 1572 - 1572
Опубликована: Апрель 19, 2024
The
application
of
Artificial
Intelligence
in
Education
(AIED)
is
experiencing
widespread
interest
among
students,
educators,
researchers,
and
policymakers.
AIED
expected,
other
things,
to
enhance
learning
environments
the
higher
education
system.
However,
line
with
general
trends,
there
are
also
increasing
concerns
about
possible
negative
collateral
effects.
consequent
social
impact
cannot
be
currently
assessed
depth.
Balancing
benefits
considerations
according
a
socio-technical
approach
essential
for
harnessing
true
power
AI
responsible
trustworthy
context.
This
study
proposes
semi-systematic
literature
review
available
knowledge
on
adoption
artificial
intelligence
(AI)
It
presents
stakeholder-centric
analysis
explore
multiple
perspectives,
including
pedagogical,
managerial,
technological,
governmental,
external,
ones.
main
goal
identify
discuss
major
gaps
challenges
context,
looking
at
existing
body
momentum.
should
encompass
ethical,
dimensions
properly
addressed.
highlights
not-always-explicit
perspective.
Additionally,
this
reveals
significant
lack
empirical
systematic
evaluation
added
value
institutional
readiness.
Because
broad
scope
intense
ongoing
debate
topic,
an
exhaustive
identification
current
probably
unrealistic,
so
aims
mainly
mainstream
trends
by
most
recent
contributions.
Journal of Digital Educational Technology,
Год журнала:
2025,
Номер
5(1), С. ep2506 - ep2506
Опубликована: Янв. 15, 2025
Generative
artificial
intelligence
(GAI)
becomes
widespread
in
higher
education,
and
it
creates
new
educational
possibilities,
with
a
potential
to
transform
the
process
promote
sustainability.
This
study
aims
explore
of
GAI
tools
such
as
ChatGPT
promoting
sustainable
education.
was
utilized
aid
investigation
at
initial
stage,
while
output
generated
reviewed
edited
by
researcher.
It
is
indicated
that
GAI’s
integration
into
education
can
lead
advancements
sustainability,
enhancing
practices
(e.g.,
personalized
learning,
automated
assessment
feedback,
educators’
professional
development),
optimizing
resource
utilization
digital
learning
resources,
efficient
energy
use),
supporting
inclusive
accessible
environmental
awareness
Through
these
contributions,
assist
creation
more
efficient,
inclusive,
environments.
suggested
policies
are
modified
re-formulated
serve
development,
empirical
research
on
implementation
necessity
(most
publications
theoretical/conceptual).
Limitations
ethical
considerations
should
also
be
addressed.
The
contributes
ongoing
debate
role
for
sustainability
