Combining human and artificial intelligence for enhanced AI literacy in higher education

Computers and Education Open, Год журнала: 2024, Номер 6, С. 100184 - 100184

Опубликована: Май 14, 2024

This paper seeks to contribute the emergent literature on Artificial Intelligence (AI) literacy in higher education. Specifically, this convergent, mixed methods case study explores impact of employing Generative AI (GenAI) tools and cyber-social teaching development education students' literacy. Three 8-week courses advanced digital technologies for a graduate program College Education at mid-western US university served as sites. Data were based 37 participants' experiences with two different types GenAI tools–a reviewer image generator platforms. The application review tool relied precision fine-tuning transparency AI-human interactions, while generation facilitated reflection their learning AI's role Students' interaction both was designed foster regarding GenAI's strengths limitations, responsible educational contexts. findings revealed that participants appeared feel more comfortable using after course experiences. results also point enhanced ability understand critically assess value applications contributes existing work by introducing novel pedagogical approach showcasing synergy between humans artificial intelligence.

Язык: Английский

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From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context

European Journal of Education, Год журнала: 2025, Номер 60(1), С. 1 - 16

Опубликована: Янв. 27, 2025

ABSTRACT Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals adeptly navigate modern digitalised world. However, studies on teacher AI in English as a Foreign Language (EFL) context remain limited. This study aims identify intraindividual differences and examine its associations with age years of teaching experience among 782 teachers. Given absence reliable instrument measure literacy, we first constructed validated scale encompassing five sub‐scales: Knowledge , Use Assessment Design Ethics . Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, results revealing four distinct profiles: Poor (C1: 12.1%), Moderate (C2: 45.5%), Good (C3: 28.4%), Excellent (C4: 14.1%). Multinomial logistic regression analyses indicated significant between both experience. Additionally, 32 respondents participated semi‐structured interviews. The qualitative data analysed MAXQDA 2022 triangulated quantitative offered deeper insights into teachers’ perceptions their literacy. provides theoretical practical implications for understanding Chinese EFL context.

Язык: Английский

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Perceived support and AI literacy: the mediating role of psychological needs satisfaction

Frontiers in Psychology, Год журнала: 2024, Номер 15

Опубликована: Июнь 14, 2024

Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores psychological needs satisfaction AI literacy among university students. A cross-sectional survey involving 445 from diverse academic backgrounds was conducted. The assessed mediation effect students’ need between two types support—technical teacher—and literacy. results indicate that support positively influenced fulfillment autonomy competence needs, which subsequently acted as mediators in enhancing However, relatedness did not mediate relationship Unexpectedly, no direct association found forms levels findings suggest although technical teacher contribute fulfilling specific only are predictive lack impact underscores importance addressing through educational interventions. It is recommended educators provide tailored education (AIEd) institutions develop specialized courses enhance

Язык: Английский

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Generative AI chatbots in higher education: a review of an emerging research area

Higher Education, Год журнала: 2024, Номер unknown

Опубликована: Авг. 24, 2024

Abstract Artificial intelligence (AI) chatbots trained on large language models are an example of generative AI which brings promises and threats to the higher education sector. In this study, we examine emerging research area in (HE), focusing specifically empirical studies conducted since release ChatGPT. Our review includes 23 articles published between December 2022 2023 exploring use HE settings. We take a three-pronged approach data. first state field HE. Second, identify theories learning used Third, scrutinise discourses framing latest work chatbots. findings contribute better understanding eclectic nascent HE, lack common conceptual groundings about human learning, presence both dystopian utopian future role

Язык: Английский

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STEM teachers' perceptions, familiarity, and support needs for integrating generative artificial intelligence in K‐12 education

School Science and Mathematics, Год журнала: 2025, Номер unknown

Опубликована: Янв. 28, 2025

Abstract We applied a mixed‐method survey approach to explore STEM teachers' perceptions, familiarity, and the support needed for integrating generative artificial intelligence (GenAI) in K‐12 education. The study collected 48 responses from Idaho, USA, predominantly White, female teachers servicing rural schools. analyzed data using both descriptive inferential statistics, along with thematic content analysis. findings revealed diverse perceptions among regarding impact of GenAI on education, an almost equal split between those who viewed positively it negatively. Similarly, familiarity integration varied widely, over half lacking user experience. A significant positive correlation was found their its integration. Despite these views, there strong consensus importance equipping students AI‐related knowledge skills. While professional development identified as most crucial integration, pointed own resistance lack awareness school leadership major challenges implementing GenAI‐focused development. discussed implications developing systems that can better facilitate

Язык: Английский

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Exploring EFL Students’ AI Literacy in Academic Writing: Insights into Familiarity, Knowledge and Ethical Perceptions

Kuramsal Eğitimbilim, Год журнала: 2025, Номер 18(1), С. 157 - 181

Опубликована: Янв. 29, 2025

As artificial intelligence (AI) increasingly influences education, understanding learners' experiences, engagement and literacy of these tools is critical. This study explores AI among Turkish EFL (English as a Foreign Language) students regarding their familiarity, knowledge, ethical perceptions technologies in academic writing. Using descriptive exploratory approach, the surveyed 427 from two universities. Findings reveal moderate level familiarity usage participants, with significant reliance on for translation grammar proofreading. Despite recognizing AI's potential to enhance writing, exhibited limited technical proficiency underlying mechanisms, highlighting need targeted structured education The findings contribute ongoing discourse integration offering insights policymakers, educators, researchers better prepare an AI-driven environment.

Язык: Английский

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AI‐Enhanced Training, Education, & Development: Exploration and Insights Into Generative AI's Role in Leadership Learning

Journal of Leadership Studies, Год журнала: 2025, Номер unknown

Опубликована: Март 13, 2025

The current article examines artificial intelligence's (AI) role in leadership training, education, and development across higher education industry contexts. We analyze implementations explore how AI technologies reshape preparation while investigating the essential balance between task‐oriented relationship‐oriented approaches. Our analysis reveals that successful integration depends on human‐in‐the‐loop processes, pedagogical design preserves relationship‐building, comprehensive literacy development. study introduces concept of ‘taxonomical leapfrogging’ demonstrates can enhance traditional through sophisticated content sequencing, personalized learning pathways, intelligent feedback systems. provide a practical framework for implementing tools identifying key challenges, including quality assurance at scale ethical considerations. findings suggest effective requires integrated approaches leverage AI's capabilities preserving human elements, with specific recommendations both academic programs initiatives.

Язык: Английский

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Define, Foster, and Assess Student and Teacher AI Literacy and Competency for All: Current Status and Future Research Direction

Computers and Education Open, Год журнала: 2024, Номер unknown, С. 100182 - 100182

Опубликована: Май 1, 2024

Язык: Английский

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Protecting Privacy in AI-Enhanced Education

Advances in educational technologies and instructional design book series, Год журнала: 2024, Номер unknown, С. 117 - 142

Опубликована: Сен. 20, 2024

Artificial Intelligence in education has revolutionized learning environments, but it brings significant challenges concerning data privacy and ethical considerations. Through a comprehensive review of contemporary research, the author investigates types collected AI-driven education, risks, considerations, potential solutions to address these issues. The chapter presents case studies, including inBloom initiative implementation analytics at Open University UK, illustrate real-world solutions. Our analysis reveals complex landscape where AI-enhanced promises improved outcomes also introduces risks related breaches, algorithmic bias, misuse sensitive information. In response challenges, we propose multi-faceted approach. We recommend that educational institutions develop clear usage policies, policymakers update regulations AI complexities, EdTech developers adopt “privacy by design” approach, educators improve their literacy.

Язык: Английский

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Cypriot teachers’ digital skills and attitudes towards AI

Discover Education, Год журнала: 2025, Номер 4(1)

Опубликована: Янв. 3, 2025

Artificial Intelligence (AI) is now everywhere, including in the classroom. Thus, it crucial for teachers not only to be able use AI, but also understand it, as they bear responsibility of teaching next generation with and about AI. Although there have been extensive discussions importance digital skills knowledge limited research has focused on attitudes, skills, AI literacy levels teachers, within small populations where English native language, such Cyprus. Our study addresses this gap by adapting General Attitudes Towards Scale (GAAIS) Literacy (AILS) into Greek investigating attitudes towards literacy, intentions teach among The versions GAAIS AILS validated, demonstrating good validity reliability. findings indicate that Cypriot generally possess intermediate maintain neutral exhibit literacy. Moreover, we discovered significant positive correlations between teachers' their

Язык: Английский

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