Humanities and Social Sciences Communications, Год журнала: 2025, Номер 12(1)
Опубликована: Март 16, 2025
Язык: Английский
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100169 - 100169
Опубликована: Март 15, 2024
Artificial Intelligence (AI) literacy has recently emerged on the educational agenda raising expectations teachers' and teacher educators' professional knowledge. This scoping review examines how scientific literature conceptualises AI in relation to different forms of knowledge relevant for Teacher Education (TE). The search strategy included papers proceedings from 2000- 2023 related TE as well intersection teaching. Thirty-four were analysis. Aristotelian concepts episteme (theoretical-scientific knowledge), techne (practical-productive phronesis (professional judgement) used a lens capture implicit explicit dimensions Results indicate that is globally emerging research topic education but almost absent context TE. covers many topics draws methodological approaches. Computer science exploratory teaching approaches influence type epistemic, practical, ethical Currently, not broadly addressed or captured research. Questions ethics are predominantly matter understanding technical configurations data-driven technologies. Teacher's' practical tends translate into adoption digital resources about integration EdTech By identifying several gaps, particularly concerning knowledge, this paper adds more comprehensive can contribute well-informed laying ground future
Язык: Английский
Процитировано
59
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100179 - 100179
Опубликована: Апрель 10, 2024
In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating AI literacy pre-service teachers is crucial. As future architects educational systems, must not only possess pedagogical expertise but also a strong foundation literacy. This quantitative study examines among 529 Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions literacy, revealing that profound understanding significantly predicts positive outcomes use, detection, ethics, creation, problem-solving. However, no correlation exists between knowledge emotion regulation or assumption active use enhances detection capabilities. identifies trade-off application emphasizing ethical considerations intertwined with emotional persuasive facets use. It supports link creation problem-solving, foundational role shaping diverse aspects teachers. findings offer valuable insights educators, administrators, policymakers, researchers aiming to enhance teacher education programs.
Язык: Английский
Процитировано
32
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100178 - 100178
Опубликована: Апрель 10, 2024
Integrating artificial intelligence (AI) into teaching practices is increasingly vital for preparing students a technology-centric future. This study examined the influence of case-based AI professional development (PD) program on integration strategies and literacy among seven middle school science teachers. Employing three distinct case problems, from well-structured to ill-structured, PD aimed stimulate teachers' reflection encourage construction problem-solving within various pedagogical contexts. Analysis video-recorded discussions revealed that teachers primarily drew personal experiences collaborative across cases. However, complexity problems influenced their approach knowledge co-construction, dealing with ill-structured promoted application new knowledge. Through analyzing survey data, we found marked increase in literacy, particularly domain knowing understanding AI, suggesting pivotal role direct instruction supports growth. this was limited during discussions, while other domains teacher were more frequently employed. The findings highlight importance combining AI-related programs bolster effectively. research has implications using learning short-term initiatives advocates ongoing need comprehensive facilitate subject-specific teaching.
Язык: Английский
Процитировано
31
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100173 - 100173
Опубликована: Март 31, 2024
The explosion of AI across all facets society has given rise to the need for education domains and levels. literacy become an important concept in current technological landscape, emphasizing individuals acquire necessary knowledge skills engage with systems. This systematic review examined 47 articles published between 2019 2023, focusing on recent work capture new insights initiatives burgeoning literature this topic. In initial stage, we explored dataset identify themes covered by selected papers target population efforts. We identified that broadly contributed one following themes: a) conceptualizing literacy, b) prompting efforts, c) developing assessment instruments. also found a range populations, from pre-K students adults workforce, were targeted. second conducted thorough content analysis synthesize six key constructs literacy: Recognize, Know Understand, Use Apply, Evaluate, Create, Navigate Ethically. then applied framework categorize empirical studies prevalence each construct studies. subsequently instruments developed discuss them. findings are relevant formal workforce preparation advancement, empowering leverage drive innovation.
Язык: Английский
Процитировано
26
Asia Pacific Journal of Education, Год журнала: 2024, Номер 44(1), С. 94 - 111
Опубликована: Янв. 2, 2024
This study, rooted in the Technology Acceptance Model (TAM), investigates multifaceted factors that influence teacher education students Information-Based Teaching to embrace artificial intelligence technologies. To enrich TAM framework, we have incorporated elements such as Artificial Intelligence Literacy (AIL), Subjective Norms (SN), and Output Quality (OQ), with aim of examining their respective effects on willingness adopt AI substantiate this theoretical conducted empirical research involving from various Chinese universities. Our findings affirm robustness explaining inclination students, engaged actual teaching process within a digitized educational environment, Through model, our study underscores pivotal role (AIL) influencing educators' acceptance technologies, establishing foundational cornerstone for subsequent explorations landscape TAM. In identify Perceived Usefulness (PU) primary affecting Behavioral Intention (BI) use Consequently, foster broader adoption technologies by educators, it is essential emphasize tangible benefits superiority teaching, goal promoting extended utilization digitalized instruction.
Язык: Английский
Процитировано
23
Advances in Mobile Learning Educational Research, Год журнала: 2024, Номер 4(1), С. 931 - 939
Опубликована: Март 7, 2024
Artificial intelligence (AI) is rapidly transforming various aspects of society, including education. Understanding teachers' perspectives on this disruptive technology essential, given its potential to revolutionize the teaching and learning process. A comprehensive study involving 74 educators utilized Opinion Scale Intelligence in Education gather valuable insights. The research outcomes reveal a predominantly favourable view AI education, albeit accompanied by significant apprehensions regarding ethical privacy-related issues. This contributes significantly ongoing discourse role emphasizing necessity for balanced approach that maximizes benefits while ensuring protection rights interests all stakeholders.
Язык: Английский
Процитировано
18
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
Процитировано
2
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100191 - 100191
Опубликована: Май 21, 2024
This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on mediating role school support resources (SSR). In Lesotho's educational landscape, which is characterized by a growing interest technology integration, this fills an essential gap existing literature exploring teachers' perspectives AI adoption influence SSR. Using Unified Theory Acceptance Use Technology (UTAUT) as theoretical framework, adopts cross-sectional design, collecting data from sample 315 through online surveys. The was analyzed using maximum likelihood estimation. results reveal substantial positive relationship between perceived usefulness, ease use, attitude towards AI, with SSR playing pivotal complementary mediator these connections. However, identifies non-significant technical proficiency behavioral intention, suggesting need for further investigation into skills effective integration. highlight critical shaping intentions to use their teaching practices. As result, recommends tailored continuous professional development programs collaborative learning communities enhance skills. Additionally, it emphasizes importance advocating policies that integration education underscores ethical considerations related use. We discuss implications our concerning integrating practices schools outline future directions.
Язык: Английский
Процитировано
14
International Journal of Advanced Computer Science and Applications, Год журнала: 2024, Номер 15(4)
Опубликована: Янв. 1, 2024
In recent years, the Artificial Intelligence (AI) field has witnessed rapid growth, affecting diverse sectors, including education. this systematic review of literature, we aimed to analyze studies concerning integration AI in continuous professional development (CPD) teachers order generate a global vision on its potential enhance quality CPD programs international level, and provide recommendations for application Moroccan context. To achieve our objective, conducted research that involves indexed databases (Scopus, Web Science, Eric) published between 2019 2023 using PICO framework formulate search query PRISMA (Preferred Reporting Items Systematic Reviews Meta-Analyses) select 25 relevant based include exclude criteria like publishing year, type documents, mode, subject area, language, other criteria. The results reveal positive impact by offering beneficial intelligent tools can tailor adaptive training meet teachers' specific needs, preferences, proficiency levels. Furthermore, findings identify importance integrating as core topic within literacy, enabling them effectively navigate utilize AI-based their educational environment. This is important preparing engage with technological advances shaping system. conclusion, emphasizes significance offers tailored implementation By adopting these recommendations, Morocco will pave way dynamic meets evolving needs educators students alike.
Язык: Английский
Процитировано
13
Teaching and Teacher Education, Год журнала: 2024, Номер 151, С. 104736 - 104736
Опубликована: Авг. 22, 2024
Язык: Английский
Процитировано
8