Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns
British Educational Research Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Сен. 14, 2024
Abstract
A
national
curriculum
cannot
be
uniformly
applied
in
all
classrooms.
Educators
frequently
adapt
the
official
to
suit
their
particular
circumstances.
In
exploring
interplay
between
artificial
intelligence
(AI)
technologies
and
adaptation
education,
this
study
bridges
a
significant
gap
literature
by
how
AI
tools
influence
teachers'
strategies
for
adapting
curricula.
Employing
an
explanatory
sequential
design,
research
analyses
both
qualitative
quantitative
data
from
440
teachers,
using
Curriculum
Adaptation
Patterns
Scale
focus
group
semi‐structured
interviews.
Results
indicate
balanced
approach
among
teachers
towards
extending
revising
curriculum,
with
less
emphasis
on
omission.
Notably,
practices
evolve
positively
increased
professional
experience,
differ
across
disciplines,
but
remain
constant
school
levels
educational
levels.
Qualitatively,
reported
positive
experiences
AI,
particularly
ChatGPT,
make
lessons
better
fit
students'
needs.
They've
used
it
omit
parts
that
aren't
needed,
add
more
relevant
personalised
content,
revise
or
replace
content.
The
findings
highlight
AI's
transformative
potential
adaptation,
making
education
engaging,
personalised.
contributes
understanding
can
support
effective
implementation
enhance
learning
digital
age.
Язык: Английский
Effect of Online Learning on Mental Health and Academic Outcomes of Students with Intellectual Disabilities in Higher Education
Journal of Intellectual Disability - Diagnosis and Treatment,
Год журнала:
2025,
Номер
13(1), С. 34 - 43
Опубликована: Март 22, 2025
The
COVID-19
pandemic
shift
to
online
learning
has
raised
concerns
regarding
students’
mental
health
and
academic
performance,
particularly
for
students
with
intellectual
disabilities.
Objective:
This
paper
examines
the
effects
of
on
stress,
anxiety,
social
isolation
those
factors
Grade
Point
Average
(GPA),
participation
in
engagement,
disabilities
(IDs).
Methods:
current
study
employed
a
quasi-experimental
research
design
targeted
500
participants,
comprising
both
undergraduate
postgraduate
students.
Of
these,
50
participants
were
identified
as
having
(IDs)
through
self-reporting
institutional
records.
remaining
450
typically
developing
selected
stratified
random
sampling
ensure
proportional
representation
across
levels
disciplines.
Perceived
Stress
Scale
(PSS),
Generalized
Anxiety
Disorder-7
(GAD-7),
UCLA
Loneliness
adopted
from
validated
widely
used
psychometric
tools
research.
These
instruments
have
been
previously
reliability
applicability
diverse
populations.
Multiple
linear
regression
Pearson
correlation
coefficients
(PPMC),
which
help
identify
associations
control
confounding
factors,
examine
relationships
potential
predictive
between
variables
outcomes.
utilized
analyze
(stress,
isolation)
performance
(GPA).
Additionally,
multiple
analysis
was
conducted
predict
impact
these
while
controlling
such
age,
gender,
degree
level.
Results:
Participants
IDs
reported
significantly
higher
stress
(PSS,
M
=
25.8),
anxiety
(GAD-7,
12.5),
(UCLA,
48.6)
compared
group.
Mental
had
significant
negative
relationship
GPA,
coefficient
-0.51
-0.48.
In
analysis,
found
largest
effect
outcome
seconded
by
then
isolation.
Conclusion:
A
direct
is
observed,
IDs,
implying
necessity
an
individual
promotion
program
ways
creating
more
effective
that
alleviate
Язык: Английский
Inteligencia artificial (IA) en las escuelas: una revisión sistemática (2019-2023)
Enunciación,
Год журнала:
2024,
Номер
29(1), С. 62 - 82
Опубликована: Авг. 12, 2024
La
inteligencia
artificial
(IA)
ha
surgido
como
una
herramienta
innovadora,
con
programas
ChatGPT,
Gemini,
entre
otros,
un
gran
potencial
para
transformar
la
educación,
y
adaptarse
a
plataformas
digitales
existentes
revolucionando
los
procesos
de
enseñanza.
Este
artículo
tiene
el
objetivo
proporcionar
visión
amplia
equilibrada
del
panorama
actual
IA
en
las
escuelas,
lo
cual
se
realizó
revisión
sistemática,
mediante
metodología
Prisma
(preferred
reporting
items
for
systematic
reviews
and
meta-analyses),
partir
encontraron
52
artículos
indexados
base
datos
Scopus
durante
periodo
2019
2023,
que
abordaban
temática
escuelas.
Según
resultados,
hay
cuatro
áreas
temáticas
clave
destacan
impacto
IA:
(a)
enseñanza;
(b)
pedagogía,
currículo
formación
docente;
(c)
gestión
educativa,
(d)
implicaciones
éticas.
Se
concluyó
esta
tecnología
presenta
por
medio
herramientas
innovadoras;
mejorar
calidad
aprendizaje;
optimizar
abordar
desafíos
personalización
enseñanza
evaluación
rendimiento.
No
obstante,
su
implementación
debe
ser
planificada
meticulosamente,
enmarcada
principios
éticos
sólidos
acompañada
proceso
docente
adecuado
garantizar
uso
responsable
efectivo
ámbito
educativo.
Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature
Journal of Computer and Education Research,
Год журнала:
2024,
Номер
12(24), С. 600 - 637
Опубликована: Сен. 23, 2024
The
integration
of
Artificial
Intelligence
(AI)
into
teacher
education
has
been
transformative,
offering
personalized
learning
experiences,
enhanced
professional
development,
and
improved
teaching
methodologies.
AI
technologies
such
as
Intelligent
Tutoring
Systems
(ITS),
AI-driven
analytics,
automated
assessment
tools
have
become
central
to
modern
educational
practices,
significantly
improving
engagement,
adaptability,
effectiveness.
This
study
employs
a
qualitative
thematic
analysis
current
literature
on
in
education,
examining
peer-reviewed
articles
reports
using
coding
identify
key
patterns,
opportunities,
challenges.
findings
reveal
that
enhances
by
providing
pathways,
fostering
critical
thinking,
supporting
ongoing
growth.
Technologies
like
ITS,
Virtual
Reality
(VR),
analytics
proven
effective
promoting
motivation
engagement
among
teachers.
However,
ethical
challenges
biases
systems
concerns
regarding
data
privacy
require
continuous
attention.
Furthermore,
gap
preparedness,
particularly
developing
literacy
integrating
classroom
is
evident.
Despite
these
challenges,
offers
substantial
benefits,
transforming
practices
enabling
personalized,
adaptive
instruction
supports
both
teachers
students.
emphasizes
the
need
for
comprehensive
training
programs
focusing
digital
use,
ensuring
educators
can
navigate
an
AI-enhanced
environment
effectively.
research
contributes
discourse
highlighting
guidelines
robust
programs,
actionable
insights
educators,
policymakers,
institutions
aiming
integrate
Язык: Английский
Threats and Opportunities of Students’ Use Of AI-Integrated Technology (ChatGPT) in Online Higher Education: Saudi Arabian Educational Technologists’ Perspectives
Mesfer Mihmas Mesfer Aldawsari,
Nouf Rashed Ibrahim Almohish
The International Review of Research in Open and Distributed Learning,
Год журнала:
2024,
Номер
25(3), С. 19 - 36
Опубликована: Авг. 26, 2024
This
research
study
explored
the
perspectives
of
20
educational
technologists
from
four
Saudi
Arabian
universities
regarding
integration
AI-powered
technology,
particularly
ChatGPT,
into
online
higher
education.
The
used
a
qualitative
method
that
relied
on
principles
theoretical
sampling
to
select
participants
and
conducted
in-depth
interviews
collect
their
insights.
approach
taken
for
data
analysis
was
thematic
analysis,
which
uncovered
rich
range
insights
both
challenges
opportunities
associated
with
students’
use
AI-integrated
technology
in
context
Ten
significant
emerged
shed
light
complexities
intricacies
integrating
environments.
These
included
issues
related
technological
infrastructure,
pedagogical
adaptation,
need
comprehensive
training
programs
empower
teachers
learners.
Additionally,
eight
threats
were
examined
highlighted
concerns
about
security,
privacy,
potential
risks
AI
institutions.
not
only
provided
overview
current
landscape
education,
but
also
valuable
education
stakeholders,
technologists,
policy
makers.
It
underscored
necessity
proactive
measures
mitigate
while
harnessing
presented
by
enhance
quality
effectiveness
Язык: Английский
Attitude Towards AI
Advances in educational marketing, administration, and leadership book series,
Год журнала:
2024,
Номер
unknown, С. 293 - 308
Опубликована: Ноя. 15, 2024
Understanding
the
attitude
towards
AI
among
teachers
and
students
is
meaningful
as
it
will
enhance
adaptive
transformative
process
in
a
collaborative
manner.
This
research
adopted
survey
method
by
distributing
questionnaires
to
understand
attitudes.
The
participation
was
voluntary
after
expressing
consent.
sampling
convenient,
size
of
participants
25.
questions
were
mostly
open-ended
attitude.
greater
majority
(91%)
responded
that
they
rely
on
sometimes
only
rest
them
(9%)
never
used
their
teaching
or
learning
processes.
factors
led
explore
induced
choices
four
different
categories
like,
advance
knowledge
gain,
Support
for
academic
assignments,
support
time
management.
Among
these
category
predominant
factor
with
weightage
33%
followed
management
(29%),
assignments
gain
(9%).
Язык: Английский