Investigation of the Opinions of Classroom Teachers Working in Science and Art Centers on the Pitfalls of Artificial Intelligence in Education

Advances in computational intelligence and robotics book series, Год журнала: 2025, Номер unknown, С. 125 - 150

Опубликована: Апрель 25, 2025

This chapter examines the perspectives of classroom teachers at Science and Art Centers regarding artificial intelligence (AI). Employing a case design qualitative methodology, research collects insights from 18 during 2023-2024 academic year through semi-structured interviews, followed by content analysis. Findings indicate that AI enhances processes, reduces teacher workloads, boosts student engagement. However, challenges such as inadequate technological infrastructure, insufficient resources, internet connectivity issues hinder effective integration. Teachers also express concerns about potential ethical dilemmas associated with applications. The underscores necessity for comprehensive in-service training, practical guidance, high-quality resources to optimize utilization. Furthermore, it emphasizes importance establishing guidelines usage protocols address these foster responsible approach in educational settings.

Язык: Английский

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The Role of Teachers in an AI-Enhanced Educational Landscape

Advances in educational technologies and instructional design book series, Год журнала: 2025, Номер unknown, С. 231 - 264

Опубликована: Янв. 3, 2025

The creation of artificial intelligence (AI) in training presents each possibilities and challenges, reshaping traditional coaching roles methodologies. This paper explores the evolving position teachers an AI-improved instructional panorama, emphasizing significance human-centric abilities along with empathy, creativity, critical wondering. While AI can automate administrative tasks offer personalized learning studies, instructors remain fostering a supportive tasty mastering surroundings. take look at highlights symbiotic courting among equipment educators, advocating for expert improvement coverage reforms to maximize benefits integration. By analyzing contemporary traits future possibilities, this objectives roadmap educators navigating transformative generation.

Язык: Английский

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Technological Self-Efficacy and Sense of Coherence: Key Drivers in Teachers' AI Acceptance and Adoption

Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100377 - 100377

Опубликована: Фев. 1, 2025

Язык: Английский

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The Role of a Digitised Learning System on Delivering Quality Education for Sustainable Development

International Journal of Public Administration in the Digital Age, Год журнала: 2025, Номер 12(1), С. 1 - 19

Опубликована: Фев. 5, 2025

The study aims at investigating the role of a digitised learning system on delivering quality education for sustainable development, focusing AI expressions e-learning processes. deploys quantitative design method, with questionnaire survey given to sample 1st, 2nd, 3rd, 4rd and 5th year student University Johannesburg assess their interaction interfaces Blackboard. indicates systems are making demands institutional support be paramount success e-learning, enhance motivation, repelling fears digital adoption.

Язык: Английский

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Educators in Transition: Unpacking Argentinean Teachers' Attitudes Towards AI in Higher Education

Íkala Revista de Lenguaje y Cultura, Год журнала: 2025, Номер 30(1)

Опубликована: Янв. 1, 2025

Artificial intelligence (AI) technology is revolutionizing the way we live, learn, and work. In academic settings, AI tools such as chatbots, machine translation plagiarism detectors are becoming increasingly popular. However, use of by students becomes more widespread, concerns about impact it may have on learning, integrity, role traditional teaching methods growing. This paper aims to explore perspectives Argentinean teachers in higher education its advantages drawbacks. Through qualitative interviews quantitative surveys, investigated how much knowledge whether or not they perceive potential benefits challenges their practices. Results show that L2 instructors exhibit varying levels familiarity experience with tools, specifically Generative Machine Translation (GMT) chat Pre-trained Transformer (GPT). Notably, there exists a degree reluctance among towards incorporating into language classes, stemming from related hindrances development, over-reliance technology, accuracy, other considerations.

Язык: Английский

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Large language models and GenAI in education: Insights from Nigerian in-service teachers through a hybrid ANN-PLS-SEM approach

F1000Research, Год журнала: 2025, Номер 14, С. 258 - 258

Опубликована: Март 4, 2025

Background The rapid integration of Artificial Intelligence (AI) in education offers transformative opportunities to enhance teaching and learning. Among these innovations, Large Language Models (LLMs) like ChatGPT hold immense potential for instructional design, personalized learning, administrative efficiency. However, integrating tools into resource-constrained settings such as Nigeria presents significant challenges, including inadequate infrastructure, digital inequities, teacher readiness. Despite the growing research on AI adoption, limited studies focus developing regions, leaving a critical gap understanding how educators perceive adopt technologies. Methods We adopted hybrid approach, combining Partial Least Squares Structural Equation Modelling (PLS-SEM) Neural Networks (ANN) uncover both linear nonlinear dynamics influencing behavioral intention (BI) 260 Nigerian in-service teachers regarding after participating structured training. Key predictors examined include Perceived Ease Use (PEU), Usefulness (PUC), Attitude Towards (ATC), Your Colleagues (YCC), Technology Anxiety (TA), Teachers’ Trust (TTC), Privacy Issues (PIU). Results Our PLS-SEM results highlight PUC, TA, YCC, PEU, that order importance, predictors, explaining 15.8% variance BI. Complementing these, ANN analysis identified ATC, PUC most factors, demonstrating substantial predictive accuracy with an RMSE 0.87. This suggests while drives PEU positive attitudes are foundational fostering engagement Conclusion need targeted professional development initiatives teachers’ competencies, reduce technology-related anxiety, build trust ChatGPT. study actionable insights policymakers educational stakeholders, emphasizing importance inclusive ethical ecosystem. aim empower support AI-driven transformation resource-limited environments by addressing contextual barriers.

Язык: Английский

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Six-step approach for developing customized GPT in medical education ‎

Journal Of Advanced Pharmacy Education And Research, Год журнала: 2025, Номер 15(2), С. 107 - 115

Опубликована: Янв. 1, 2025

Язык: Английский

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Nghiên cứu các yếu tố ảnh hưởng đến hành vi sử dụng ai của giảng viên các trường đại học tại Việt Nam

Tạp chí Khoa học Thương mại, Год журнала: 2025, Номер unknown, С. 105 - 116

Опубликована: Апрель 21, 2025

Nghiên cứu khám phá mối quan hệ giữa nhận thức của giảng viên, ảnh hưởng xã hội, sự hỗ trợ nhà trường, ý định và hành vi sử dụng trong mô hình tích hợp TAM UTAUV. Phương pháp nghiên lượng được để phân dữ liệu thu thập từ 307 viên các trường đại học. Bài báo cấu trúc tuyến tính đánh giá mức độ phù kiểm tra giả thuyết bằng phương Bootstrap. Phát hiện mới chỉ ra vai trò hội như chính sách Chính phủ quy có lớn đến dụng. hàm cần triển khai những sách, quyết việc xây dựng mục tiêu chiến lược AI góp phần thực thành công dịch Chuyển đổi số quốc gia. Về mặt tiễn, kết quả cung cấp thông tin giúp lựa chọn cụ nhằm nâng cao vị thế cạnh tranh bối cảnh giáo dục hóa nay.

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Kimya, Fizik, Biyoloji ve Fen Bilimleri Öğretmenlerinin Yapay Zekâ Kullanımına Yönelik Görüş ve Tutumlarının Teknoloji Kabul Modeline göre Analizi

Batı anadolu eğitim bilimleri dergisi, Год журнала: 2024, Номер 15(2), С. 1606 - 1641

Опубликована: Авг. 9, 2024

Bu çalışmanın amacı, Kimya, Fizik, Biyoloji ve Fen Bilimleri öğretmenlerinin derslerinde yapay zekâ kullanımına yönelik görüş tutumları arasındaki ilişkinin Teknoloji Kabul Modeli (TAM) çerçevesinde algılanan kullanım kolaylığı fayda değişkenleri açısından derinlemesine incelenmesidir. Araştırmada karma yöntem kullanılmış olup, nitel veriler yarı yapılandırılmış görüşme formu aracılığıyla, nicel ise “Yapay Zekâya Yönelik Genel Tutum Ölçeği” ile toplanmıştır. Araştırma örneklemini, 2022-2023 yıllarında Türkiye’nin farklı bölgelerinde görev yapan dört branştan 51 öğretmen (25 kadın, 26 erkek) oluşturmaktadır. Nitel araştırma sonuçlarına göre, öğretmenlerin büyük çoğunluğu (%90.2) kullanımını faydalı bulmakta performanslarını artıracağını düşünmektedir (%84.3). Ayrıca, %58.8'i kullanmaktadır. Ancak, kullanmayan öğretmenler (%41.2), bu teknolojinin zor yeterli beceriye sahip olmadıklarını düşünmektedir. puan ortalaması 3.58 olarak bulunmuş da zekâya genel tutumlarının yüksek olduğunu göstermektedir. Tutumların cinsiyet değişkeni anlamlı bir ilişkisinin olmadığı belirlenmiştir. Hem hem de verilerden elde edilen sonuçlar, olumlu tutum sergilediklerini, ancak verilerde olumsuz sergileyen uygulamaların kullanımında zorluk yaşadıklarını ortaya koymaktadır. Öğretmenlerin uygulamayı bulsalar dahi, kullanımının kolay durumlarda derslerine entegre etmedikleri görülmektedir. çıkarım, TAM modeli önemli sonuçtur. Öğretmenlere verilecek eğitimlerle uygulamalarının özellikle kimya fizik gibi soyut kavramlar içeren derslerde artırılabileceği önerilmektedir. değerlendirildiğinde, yetiştirme programlarına teknolojilerinin entegrasyonu, araçları daha etkin kullanmalarını eğitim süreçlerinin kalitesini artırmalarını sağlayacaktır.

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Student perspectives and impact of AI integration in pedagogical practices in Nigerian tertiary institutions

Advances in Mobile Learning Educational Research, Год журнала: 2024, Номер 4(2), С. 1135 - 1148

Опубликована: Сен. 12, 2024

This study investigates the awareness, perceptions, and challenges of integrating artificial intelligence (AI) into pedagogical practices among undergraduate students at universities in North Central, Nigeria. Drawing on Unified Theory Acceptance Use Technology (UTAUT) as a theoretical framework, data were collected through survey questionnaire administered to 421 from Faculty Education. The included items designed measure students' awareness AI technologies, their views potential benefits integration academic experiences, encountered with adoption practices. Descriptive statistics used analyse data, including means standard deviations. findings reveal moderate level regarding technologies education, strong belief role improving learning experiences. However, expressed concerns about technical difficulties, privacy issues, adequacy training support for technologies. underscores need increased technological infrastructure improvements, targeted services facilitate effective These contribute growing literature education provide valuable insights educators policymakers seeking enhance teaching outcomes AI-driven innovations.

Язык: Английский

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