Advances in human and social aspects of technology book series,
Год журнала:
2025,
Номер
unknown, С. 191 - 212
Опубликована: Янв. 31, 2025
This
chapter
posits
a
combined
conceptual
framework
for
discussing
the
ethics
of
use
artificial
intelligence
(AI)
in
K-12
schools.
By
combining
John
Dewey's
pragmatism
with
Paulo
Freire's
critical
pedagogy,
development
guidelines
AI
schools
may
be
more
holistic
and
human-centered.
The
potential
benefits
risks
associated
by
teachers,
students,
administrators
are
discussed
while
emphasizing
need
ethical
that
protect
interests
all
interested
groups
involved.
Recommendations
presented
based
on
this
generative
non-generative
teacher
educators,
school
administrators.
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Сен. 28, 2024
ABSTRACT
As
artificial
intelligence
(AI)
has
been
integrated
into
foreign
language
(FL)
education,
learners'
well‐being
is
influenced
by
various
factors,
including
technological,
personal
and
contextual
elements.
However,
few
studies
explored
how
external
internal
factors
jointly
shape
FL
in
the
era
of
generative
AI.
To
fill
this
gap,
study
explores
effects
AI
acceptance,
perceived
teachers'
enthusiasm
self‐efficacy
on
investigating
613
university
learners
English
as
a
(EFL).
The
structural
equation
modelling
results
reveal
that
(1)
acceptance
positively
predicts
EFL
self‐efficacy;
(2)
does
not
predict
(3)
for
receptive
skills
mediates
relationship
between
acceptance/perceived
well‐being,
whereas
productive
play
mediation
role.
This
research
broadens
understanding
antecedents
extends
application
theory
AI‐driven
educational
environment,
providing
significant
pedagogical
implications.
International Journal of Educational Technology in Higher Education,
Год журнала:
2025,
Номер
22(1)
Опубликована: Фев. 2, 2025
Abstract
Generative
Artificial
Intelligence
(GenAI)
tools
hold
significant
promises
for
enhancing
teaching
and
learning
outcomes
in
higher
education.
However,
continues
usage
behavior
satisfaction
of
educators
with
GenAI
systems
are
still
less
explored.
Therefore,
this
study
aims
to
identify
factors
influencing
academic
staff
continuous
education,
employing
a
survey
method
analyzing
data
using
Partial
Least
Squares
Structural
Equation
Modeling
(PLS-SEM).
This
research
utilized
the
Unified
Theory
Acceptance
Use
Technology
(UTAUT)
Expectation
Confirmation
Model
(ECM)
as
its
theoretical
foundations,
while
also
integrating
ethical
concerns
factor.
Data
was
collected
from
sample
127
university
through
an
online
questionnaire.
The
found
positive
correlation
between
effort
expectancy,
consideration,
expectation
confirmation,
satisfaction.
performance
expectancy
did
not
show
Performance
positively
related
intention
use
tools,
influenced
GenAI.
social
influence
correlate
Security
privacy
were
associated
Facilitation
conditions
findings
provide
valuable
insights
academia
policymakers,
guiding
responsible
integration
education
emphasizing
policy
considerations
developers
tools.
Journal of Educational Computing Research,
Год журнала:
2024,
Номер
62(7), С. 1896 - 1933
Опубликована: Авг. 27, 2024
The
use
of
generative
artificial
intelligence
(Gen-AI)
to
assist
college
students
in
their
studies
has
become
a
trend.
However,
there
is
no
academic
consensus
on
whether
Gen-AI
can
enhance
the
achievement
students.
Using
meta-analytic
approach,
this
study
aims
investigate
effectiveness
improving
and
explore
effects
different
moderating
variables.
A
total
28
articles
(65
independent
studies,
1909
participants)
met
inclusion
criteria
for
study.
results
showed
that
significantly
improved
students’
with
medium
effect
size
(Hedges’s
g
=
0.533,
95%
CI
[0.408,0.659],
p
<
.05).
There
were
within-group
differences
three
moderator
variables,
activity
categories,
sample
size,
generated
content,
when
content
was
text
(
0.554,
.05),
21–40
0.776,
learning
styles
0.600,
.05)
had
most
significant
improvement
student’s
achievement.
intervention
duration,
discipline
types,
assessment
tools
also
moderate
positive
impact
achievement,
but
any
This
provides
theoretical
basis
empirical
evidence
scientific
application
development
educational
technology
policy.
International Journal of Educational Technology in Higher Education,
Год журнала:
2024,
Номер
21(1)
Опубликована: Окт. 16, 2024
Abstract
Faculty
perspectives
on
the
use
of
artificial
intelligence
(AI)
in
higher
education
are
crucial
for
AI’s
meaningful
integration
into
teaching
and
learning,
yet
research
is
scarce.
This
paper
presents
a
study
designed
to
gain
insight
faculty
members’
(
N
=
122)
AI
self-efficacy
distinct
latent
profiles,
perceived
benefits,
challenges,
use,
professional
development
needs
related
AI.
The
respondents
saw
greater
equity
as
greatest
benefit,
while
students
lack
literacy
was
among
with
majority
interested
development.
Latent
class
analysis
revealed
four
member
profiles:
optimistic,
critical,
critically
reflected,
neutral.
optimistic
profile
moderates
relationship
between
usage.
adequate
support
services
suggested
successful
sustainable
digital
transformation.
Internet Reference Services Quarterly,
Год журнала:
2025,
Номер
unknown, С. 1 - 21
Опубликована: Янв. 19, 2025
The
integration
of
generative
AI
(GenAI)
in
higher
education
is
transforming
teaching,
learning,
and
research,
offering
opportunities
for
innovation
efficiency.
However,
its
widespread
adoption
faces
challenges
related
to
ethical
considerations,
data
privacy,
intellectual
property,
compliance
with
evolving
legal
frameworks.
Universities
are
cautiously
adopting
GenAI,
focusing
on
maintaining
academic
integrity
while
exploring
new
ways
integrate
into
assessments
student
learning.
This
article
focuses
University
College
London's
(UCL)
approach
GenAI
offers
insights
from
the
practices
other
universities
too.
emphasizes
need
secure
environments
outlines
steps
accelerate
process,
such
as
acquiring
licenses,
forming
working
groups
at
faculty
institutional
levels,
sharing
best
through
standardized
templates.
It
highlights
importance
cross-institutional
collaboration,
including
libraries,
adaptable
policies
responsible
use
ensuring
innovation.
Recommendations
focus
balancing
responsibility
education's
GenAI.
Philology Theory & Practice,
Год журнала:
2025,
Номер
18(1), С. 384 - 392
Опубликована: Янв. 31, 2025
The
paper
presents
a
review
of
foreign
English-language
and
Russian
scientific
pedagogical
literature,
seeking
to
consider
the
pressing
problems
application
artificial
intelligence
tools
in
modern
language
education.
analyses
potential,
prospects
implementing
sphere
teaching.
novelty
lies
identifying
most
significant
research
tasks
promising
directions
this
area.
As
result,
works
2021-2024
on
subject
under
consideration
are
analyzed,
described.
