Generative Artificial Intelligence Amplifies the Role of Critical Thinking Skills and Reduces Reliance on Prior Knowledge While Promoting In-Depth Learning DOI Creative Commons
Guoqing Zhao, Haixi Sheng,

Yaxuan Wang

и другие.

Education Sciences, Год журнала: 2025, Номер 15(5), С. 554 - 554

Опубликована: Апрель 30, 2025

This study examines how generative AI (GAI) impacts primary students’ in-depth learning, focusing on critical thinking and prior knowledge. A quasi-experiment involved 163 sixth-graders divided into three groups: a control group (lecture-based instruction) two experimental groups using GAI as cognitive tool (materials generation) or (critical analysis), in which 126 participants successfully completed all the tests were included analysis. ANOVA revealed thinking-tool cognitive-tool both outperformed was reflected by knowledge transfer. Hierarchical regression showed skills use of artificial intelligence significantly contributed to their while did not. Further analysis found that significant interaction effects existed between skills, no In sum, amplified GAI’s impact, interaction. The results suggest enhances deep learning when integrated with thinking, reducing reliance Educators should prioritize fostering maximize benefits. findings underscore need for pedagogical designs balance support metacognitive skill development.

Язык: Английский

Reskilling and Upskilling Future Educators for the Demands of Artificial Intelligence in the Modern Era of Education DOI

K. Srinivasan,

Nur Hairani Abd Rahman, Sri Devi Ravana

и другие.

Advances in computational intelligence and robotics book series, Год журнала: 2025, Номер unknown, С. 175 - 200

Опубликована: Апрель 25, 2025

The integration of artificial intelligence (AI) in education is altering teaching and requires educators to develop new competencies. Through a systematic review 247 articles published between 2022 2024, this chapter explores three major themes, namely, AI Teacher Competency Development, Challenges Reskilling Upskilling, Strategies for Effective Reskilling. It has become evident that have acquire digital literacy, data analytics skills, AI-specific pedagogical strategies, with corresponding need address ethical concerns around algorithmic bias, privacy, equity access. Moreover, institutional resistance, inequitable especially the fast evolution AI, which outpaces often existing training frameworks, are identified as evolving concerns. This chapter, therefore, proposes embed into continuous professional development, enhance interdisciplinary collaborations, adapt frameworks such P21, TPACK, DigCompEdu specific needs AI.

Язык: Английский

Процитировано

2
Empowering creativity and engagement: The impact of generative artificial intelligence usage on Chines EFL students' language learning experience DOI Creative Commons

Abdul Khalique Khoso,

Wang Hong-gang,

Mansoor Ali Darazi

и другие.

Computers in Human Behavior Reports, Год журнала: 2025, Номер 18, С. 100627 - 100627

Опубликована: Март 10, 2025

Язык: Английский

Процитировано

1
Early Coding Education and its Multidimensional Impact on Preschool Development: An Analysis of ChatGPT’s Insights DOI
Mehmet Başaran, Ömer Faruk Vural, Şermin Metin

и другие.

International Journal of Early Childhood, Год журнала: 2025, Номер unknown

Опубликована: Янв. 16, 2025

Язык: Английский

Процитировано

1
Application of artificial intelligence tools in foreign language teaching: A theoretical review DOI Open Access

Irina Arturovna Semyonkina,

Полина Валентиновна Прусакова

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.

Язык: Английский

Процитировано

1
Vygotsky’s Creativity Options and Ideas in 21st-Century Technology-Enhanced Learning Design DOI Creative Commons

Kalliopi Rigopouli,

Dimitrios Κotsifakos, Yannis Psaromiligkos

и другие.

Education Sciences, Год журнала: 2025, Номер 15(2), С. 257 - 257

Опубликована: Фев. 19, 2025

This paper interprets the theories of Vygotsky through lenses creativity in education and learning design using technology. It is important to address role teacher today’s technology-enhanced classrooms. initiative has not been addressed, it may lead new ways thinking about teaching profession. Teachers’ roles have shifted from instructors designers effective scenarios for learning. In this context, teachers need be able creatively connect pedagogy, content, technology design. The work emphasizes when assessing learner’s developmental level, by tailoring so that falls within zone proximal development. procedure leads knowledge, indicating a creative process. Language as tool now means transmitted—new technologies. Considering these connections, questions re-addressed: What connection between development? How field how does relate (1) theory cognitive development constructivist perspective (2) are connections designer with paper, we synthesize knowledge Vygotsky’s theories, concluding an interpretation can assisted his synchronous technologies

Язык: Английский

Процитировано

1
Language teacher AI literacy: insights from collaborations with ChatGPT DOI Creative Commons
Weiming Liu

Journal of China Computer-Assisted Language Learning, Год журнала: 2025, Номер unknown

Опубликована: Апрель 24, 2025

Abstract The transformative potential of generative artificial intelligence (GenAI) in language education highlights the importance AI literacy among teachers to ensure its ethical and effective integration into teaching practices. Although studies have examined application education, there is a lack comprehensive reviews focusing on interaction between ChatGPT, GenAI tool, particularly fostering human–AI collaboration within educational contexts. This review addresses this gap by synthesising findings from empirical studies. Scopus database was used as primary source for review. A total 19 journal articles, published 2023 2024, were identified. first analyses research participants methods selected Key themes are organised five dimensions: foundations applications, ethics, human-centred mindset, pedagogy professional development, which derived framework proposed Miao Cukurova (2024. competency Framework . Paris, France: UNESCO). adopts their an analytical lens evaluating both opportunities challenges associated with integrating ChatGPT education. highlight balanced approach safeguard integrity. By offering actionable insights teachers, curriculum designers policymakers, presents roadmap responsible adoption ensuring that remain central learning process.

Язык: Английский

Процитировано

0
Doodle.AI: Redefining Creative Play with Human-AI Competition in Real-Time Doodle Recognition DOI Creative Commons

Ishan Panta,

Biplov Paneru, Bishwash Paneru

и другие.

Systems and Soft Computing, Год журнала: 2025, Номер unknown, С. 200261 - 200261

Опубликована: Апрель 1, 2025

Язык: Английский

Процитировано

0
Generative Artificial Intelligence Amplifies the Role of Critical Thinking Skills and Reduces Reliance on Prior Knowledge While Promoting In-Depth Learning DOI Creative Commons
Guoqing Zhao, Haixi Sheng,

Yaxuan Wang

и другие.

Education Sciences, Год журнала: 2025, Номер 15(5), С. 554 - 554

Опубликована: Апрель 30, 2025

This study examines how generative AI (GAI) impacts primary students’ in-depth learning, focusing on critical thinking and prior knowledge. A quasi-experiment involved 163 sixth-graders divided into three groups: a control group (lecture-based instruction) two experimental groups using GAI as cognitive tool (materials generation) or (critical analysis), in which 126 participants successfully completed all the tests were included analysis. ANOVA revealed thinking-tool cognitive-tool both outperformed was reflected by knowledge transfer. Hierarchical regression showed skills use of artificial intelligence significantly contributed to their while did not. Further analysis found that significant interaction effects existed between skills, no In sum, amplified GAI’s impact, interaction. The results suggest enhances deep learning when integrated with thinking, reducing reliance Educators should prioritize fostering maximize benefits. findings underscore need for pedagogical designs balance support metacognitive skill development.

Язык: Английский

Процитировано

0