Advances in educational technologies and instructional design book series,
Год журнала:
2024,
Номер
unknown, С. 77 - 114
Опубликована: Дек. 13, 2024
Generative
artificial
intelligence
(AI)
is
transforming
the
landscape
of
educator
professional
development
by
offering
tools
that
facilitate
personalized
learning
and
efficiency
in
training.
This
chapter
explores
various
applications
AI
development,
including
using
as
a
coaching
tool,
an
instructional
evaluator,
content
creator.
highlights
how
can
streamline
tasks
like
creating
lesson
plans,
analyzing
teaching
effectiveness,
supporting
new
teachers.
Additionally,
discusses
ethical
considerations,
challenges,
best
practices
to
ensure
responsible
integration
into
ultimately
aiming
enhance
effectiveness
student
outcomes.
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.
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.
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.
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.
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.
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.
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.
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.