International Journal of Science and Mathematics Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 10, 2025
Abstract
This
study
aims
to
investigate
whether
there
are
differences
in
the
intentions
adopt
maker
education
between
in-service
and
pre-service
teachers.
It
also
seeks
identify
key
factors
affecting
their
intentions,
providing
insights
for
tailoring
professional
development
(PD)
training
programs
meet
needs
of
teachers
at
different
career
stages.
A
hybrid
maker-based
PD
program
was
designed
offered
both
The
participants'
behavioral
were
assessed
after
using
an
extended
Theory
Planned
Behavior
model.
examined,
identified
Partial
Least
Squares
Structural
Equation
Modeling
(PLS-SEM).
results
showed
that
had
significantly
lower
compared
For
teachers,
attitude
factor
influencing
while
subjective
norms
played
a
crucial
role.
These
findings
highlight
importance
tailored
Sustainability,
Год журнала:
2025,
Номер
17(6), С. 2748 - 2748
Опубликована: Март 20, 2025
This
research
investigates
the
challenges
and
opportunities
rural
elementary
teachers
perceive
in
using
AI
as
a
pedagogical
tool
to
support
student
learning
schools.
Using
convergent
parallel
mixed
methods
approach,
we
analyzed
responses
from
45
who
participated
professional
development
on
integration
education.
Through
both
closed-ended
open-ended
survey
responses,
employed
an
adaptation
of
TPACK
framework
(I-TPACK)
literacy
proposed
by
UNESCO
identify
primary
utilizing
for
purposes
The
results
highlight
resource
accessibility
teacher
critical
reduce
digital
divide
communities.
Teachers
see
inclusion
opportunity
personalize
learning,
workload,
facilitate
teaching
multigrade
classrooms
without
perceiving
it
job
threat.
At
same
time,
they
emphasize
need
technological
didactic
resources
aligned
with
specific
characteristics
their
contexts,
such
offline
adaptable
curricula
address
prevalent
issue
limited
or
absent
internet
connectivity
many
IGI Global eBooks,
Год журнала:
2025,
Номер
unknown, С. 259 - 280
Опубликована: Март 21, 2025
The
rapid
evolution
of
Artificial
Intelligence
(AI)
presents
significant
opportunities
for
advancing
inclusive
education
(IE),
particularly
in
the
training
pre-service
teachers.
This
chapter
explores
current
trends
AI
technologies
and
their
application
preparing
future
teachers
to
support
diverse
learners'
learning
needs
effectively.
As
educational
institutions
increasingly
embrace
digital
tools,
AI-driven
platforms
are
emerging
as
pivotal
resources
enhancing
teacher
programmes.
provides
operational
definitions,
theoretical
background,
a
literature
review
examining
most
recent
relevant
available
recommendations
consider
when
implementing
artificial
intelligence
use
with
learners
special
needs,
classrooms,
brief
conclusion.
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.
Big Data and Cognitive Computing,
Год журнала:
2025,
Номер
9(4), С. 78 - 78
Опубликована: Март 27, 2025
This
study
explores
factors
influencing
positive
experiences
with
generative
AI
(GenAI)
in
a
learning
game
design
context.
Using
sample
of
26
master’s-level
students
course
on
AI’s
societal
aspects,
this
examines
the
impact
(1)
prior
knowledge
and
attitudes
toward
technology
learning,
(2)
personal
value
orientations.
Results
indicated
that
both
students’
self-transcendent
goals
desire
for
material
benefits
have
correlations
collaborative,
cognitive,
affective
outcomes.
However,
are
stronger
predictor,
as
determined
by
stepwise
regression
analysis.
Attitudes
were
positively
associated
cognitive
outcomes
during
first
week,
though
association
did
not
persist
into
second
week.
Most
other
attitudinal
variables
collaborative
or
but
linked
to
negative
affect.
These
findings
suggest
values
correlate
more
strongly
aspects
using
GenAI
educational
than
their
attributes.
result
may
indicate
experience
neutralizes
effect
earlier
towards
technology,
major
influences
deriving
from
If
these
borne
out,
has
implications
utility
current
efforts
change
especially
those
encourage
women
STEM
topics.
Thus,
it
be
that,
rather
pro-technology
instruction,
focus
orientations
would
effective
way
diverse
participate
programs.
Interdisciplinary Journal of Education Research,
Год журнала:
2024,
Номер
6, С. 1 - 13
Опубликована: Июнь 16, 2024
Many
revelations
have
been
made
about
the
revolution
that
artificial
intelligence
(AI)
has
brought
to
education
sector,
including
opening
of
opportunities
for
personalised
instruction,
boosting
quality
content
developed
by
teachers
while
preparing
lessons,
and
improving
classroom
evaluations.
Despite
many
benefits
AI
adoption,
there
concerns
apprehensions
its
use
in
educational
sector.
A
survey
was
conducted
investigate
relationship
between
anxiety
adoption
tools
among
mathematics
preservice
who
are
university
undergraduates
studying
Ekiti
State,
Nigeria.
The
study
sample
consisted
129
selected
through
purposive
sampling.
scale
were
used
data
collection
after
being
tested
reliability.
collected
scales
analysed
using
descriptive
inferential
statistics.
findings
revealed
had
a
high
level
adopted
at
moderate
level.
further
showed
is
significant
weak
teachers'
AI-Anxiety
adoption.
Also,
no
gender
difference
Based
on
study,
it
recommended
teacher
programs
include
digital
literacy
curriculum
prepare
students
seamless
integration
AI.
Additionally,
targeted
interventions
should
be
implemented
reduce
exhibited
teachers.
