Journal of Science Education and Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 18, 2024
Abstract
Integrating
generative
artificial
intelligence
(GenAI)
in
pre-service
teachers’
education
programs
offers
a
transformative
opportunity
to
enhance
the
pedagogical
development
of
future
science
educators.
This
conceptual
paper
suggests
applying
GenAI
tool
evaluate
content
knowledge
(PCK)
among
teachers.
By
holding
interactive
dialogues
with
GenAI,
teachers
engage
lesson
planning
way
that
reveals
their
understanding
content,
pedagogy,
and
PCK
while
facilitating
practical
application
theoretical
knowledge.
Interpretation
these
interactions
provides
insights
into
teachers-to-be
skills,
enabling
personalized
learning
experiences
targeted
program
adjustments.
The
underscores
need
equip
necessary
competencies
utilize
effectively
teaching
practices.
It
contributes
ongoing
discourse
on
technology’s
role
teacher
preparation
programs,
highlighting
potential
addressing
existing
challenges
evaluating
developing
via
GenAI.
suggested
research
directions
aim
further
investigate
usage
implications
educational
contexts.
CTE Workshop Proceedings,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 11, 2025
The
emergence
of
generative
artificial
intelligence
(GenAI)
has
transformed
various
sectors,
including
education.
This
narrative
scoping
review
examines
how
GenAI
is
being
integrated
into
teacher
training
programs,
exploring
its
applications,
benefits,
challenges,
and
implementation
frameworks.
By
synthesizing
findings
from
recent
literature
(2022-2025),
we
identify
key
themes
the
development
AI
literacy
among
teachers,
impact
on
pedagogical
content
knowledge,
ethical
considerations
in
implementation.
Our
analysis
reveals
significant
benefits
enhancing
teaching
performance
facilitating
personalized
learning,
while
also
highlighting
challenges
such
as
technical
limitations,
concerns,
resistance
to
change.
We
gaps
current
research,
particularly
non-STEM
subjects
framework
development,
suggest
directions
for
future
research
advance
responsible
integration
British Journal of Educational Technology,
Год журнала:
2024,
Номер
55(6), С. 2574 - 2596
Опубликована: Май 3, 2024
Abstract
In
the
ever‐evolving
AI‐driven
education,
integrating
AI
technologies
into
teaching
practices
has
become
increasingly
imperative
for
aspiring
STEM
educators.
Yet,
there
remains
a
dearth
of
studies
exploring
pre‐service
teachers'
readiness
to
incorporate
their
practices.
This
study
examined
factors
influencing
willingness
integrate
(WIAI),
especially
from
perspective
attitudes
towards
application
in
teaching.
study,
comprehensive
survey
was
conducted
among
239
teachers,
examining
influences
and
interconnectedness
Technological
Pedagogical
Content
Knowledge
(TPACK),
Perceived
Usefulness
(PU),
Ease
Use
(PE),
Self‐Efficacy
(SE)
on
WIAI.
Structural
Equation
Modeling
(SEM)
employed
data
analysis.
The
findings
illuminated
direct
TPACK,
PU,
PE,
SE
TPACK
found
directly
affect
SE,
while
PE
PU
also
influenced
SE.
Further
analysis
revealed
significant
mediating
roles
relationship
between
WIAI,
highlighting
presence
chain
mediation
effect.
light
these
insights,
offers
several
recommendations
promoting
Practitioner
notes
What
is
already
known
about
this
topic?
potential
enrich
learning
experiences
improve
outcomes
education
been
recognized.
Pre‐service
practice
crucial
shaping
future
environment.
TAM
frameworks
are
used
analyse
teacher
technology‐supported
environments.
Few
have
context
education.
paper
adds?
A
designed
developed
WIAI
its
relationships
with
including
impact
identified
as
variables
Two
sequential
effects,
→
teachers
were
further
identified.
Implications
and/or
policy
encouraged
explore
utilize
technology
enhance
confidence
self‐efficacy
Showcasing
successful
cases
practical
essential
fostering
awareness
integration
It
recommended
introduce
courses
training
programs.
Offering
internship
practicum
opportunities
related
can
skills
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Авг. 19, 2024
Abstract
In
recent
years,
there
has
been
a
growing
emphasis
on
integrating
Artificial
Intelligence
(AI)
applications
in
educational
settings.
As
result,
it
is
essential
to
assess
teachers’
competencies
Technological,
Pedagogical,
and
Content
Knowledge
(TPACK)
as
pertains
AI
examine
the
factors
that
influence
these
competencies.
This
study
aims
analyze
impact
of
digital
proficiency
AI-TPACK
The
utilized
correlational
survey
model
involved
401
teachers
from
various
provinces
departments
Turkey.
data
collection
tools
included
personal
information
form,
an
scale,
scale.
collected
were
analyzed
using
structural
equation
modeling.
research
findings
revealed
below
average,
whereas
their
levels
above
average.
Furthermore,
significant
relationship
between
was
identified,
with
predictor
Based
findings,
recommendations
for
future
studies
are
provided.
Journal of Science Education and Technology,
Год журнала:
2024,
Номер
unknown
Опубликована: Авг. 24, 2024
Abstract
Artificial
intelligence
(AI)
has
made
remarkable
strides
in
recent
years,
finding
applications
various
fields,
including
chemistry
research
and
industry.
Its
integration
into
education
gained
attention
more
recently,
particularly
with
the
advent
of
generative
AI
(GAI)
tools.
However,
there
is
a
need
to
understand
how
teachers’
knowledge
can
impact
their
ability
integrate
these
tools
practice.
This
position
paper
emphasizes
two
central
points.
First,
teachers
technological
pedagogical
content
(TPACK)
essential
for
accurate
responsible
use
GAI.
Second,
prompt
engineering—the
practice
delivering
instructions
GAI
tools—requires
that
falls
partially
under
dimension
TPACK
but
also
includes
AI-related
competencies
do
not
fit
any
aspect
framework,
example,
awareness
GAI-related
issues
such
as
bias,
discrimination,
hallucinations.
These
points
are
demonstrated
using
ChatGPT
on
three
examples
drawn
from
education.
extends
discussion
about
types
apply
effectively,
highlights
further
develop
theoretical
frameworks
age
GAI,
and,
address
that,
suggests
ways
extend
existing
dimensions.
Journal of Lifestyle and SDGs Review,
Год журнала:
2025,
Номер
5(2), С. e03774 - e03774
Опубликована: Янв. 7, 2025
Objective:
The
objective
of
this
study
is
to
investigate
the
transformative
potential
generative
AI
in
advancing
Sustainable
Development
Goal
4
(SDG
4),
with
aim
enhancing
equity,
accessibility,
and
quality
higher
education
through
integration
AI-driven
systems
practices.
Theoretical
Framework:
This
research
underpinned
by
Academic
Convergence
(AIAC)
Framework,
which
aligns
theories
such
as
constructivism,
Vygotsky’s
cultural-historical
theory,
Bloom’s
Taxonomy.
These
frameworks
provide
a
solid
basis
for
understanding
interplay
between
personalized
learning,
cognitive
engagement,
stakeholder
collaboration,
ethical
governance
educational
ecosystems.
Method:
methodology
adopted
comprises
Literature-Driven
Conceptual
Framework
approach,
synthesizing
peer-reviewed
studies
across
key
themes:
operational
efficiency,
collaborative
governance.
Data
collection
involved
systematic
literature
reviews
scholarly
articles,
books,
conference
proceedings
within
past
decade.
Results
Discussion:
results
reveal
that
AIAC
promotes
tailored,
adaptive
learning
pathways,
enhances
faculty
roles
AI-enabled
mentors,
optimizes
administrative
workflows
predictive
analytics.
discussion
contextualizes
these
findings
existing
theories,
emphasizing
framework's
ability
mitigate
challenges
algorithmic
bias,
equity
gaps,
data
privacy
concerns.
Limitations
include
need
empirical
validation
addressing
resource
disparities
underprivileged
contexts.
Research
Implications:
practical
theoretical
implications
are
significant
institutions,
policymakers,
practitioners.
fostering
innovative
teaching
practices,
equitable
access
AI-enhanced
tools,
aligning
strategies
labor
market
demands
analytics
Originality/Value:
contributes
introducing
an
scalable
model
integrating
into
education.
Its
value
lies
bridging
digital
divide,
lifelong
positioning
institutions
leaders
sustainable
integration,
ultimately
mission
SDG
4.
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 192 - 192
Опубликована: Фев. 6, 2025
This
study
explores
the
integration
of
generative
artificial
intelligence
(GenAI),
specifically
ChatGPT,
in
designing
a
historical
simulation
French
Revolution
for
eighth-grade
students.
Using
technological
pedagogical
content
knowledge
(TPACK)
framework,
research
examines
how
GenAI
facilitated
and
obstructed
creation
an
immersive
educational
experience,
addressing
challenges
opportunities
it
presents.
The
employs
explanatory
case
methodology
combined
with
autoethnographic
elements,
capturing
dynamic
interplay
between
AI
tools
educators
design
process.
incorporated
faction-based
role-playing
to
engage
students
decision-making,
influenced
by
both
pre-revolutionary
revolutionary
events.
played
multiple
collegial
roles
process,
including
as
subject
matter
expert,
game
mechanics
designer,
communicator,
enhancing
efficiency
creativity.
However,
its
limitations—such
unverified
information,
anachronisms,
biases—necessitated
careful
consideration,
drawing
on
expertise
curriculum
class
context.
Findings
indicate
that
effective
use
assist
requires
robust
knowledge,
proficiency,
strategies
within
TPACK
framework.
contributes
emerging
AI’s
role
implications
history
education
beyond.
