TL;DR
The results indicate that students already use tools such as ChatGPT in their academic and teaching practices, mainly to plan lessons, design activities, and organize ideas, whereas the main concerns relate to intellectual complacency, standardization of productions, and weakened authorship.
It is concluded that initial teacher education must shift the focus from the tool to the pedagogical problem, preparing teachers as learning sequence designers who create, adapt, and critically evaluate AI-powered resources.
Research findings indicate that generative artificial intelligence offers significant pedagogical opportunities in science education, but to effectively harness this potential it is necessary to develop teachers’ skills in using generative artificial intelligence for pedagogical purposes, increase practice-based profes...
A ten-step teaching framework for AI-supported creative interactive content design is proposed, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
The results show that most lecturers in Elementary Madrasah Teacher Education have a good understanding of generative AI, with a fairly high frequency of use in the teaching process, and the need for policy support and ongoing training to ensure that the use of AI in education can be optimized is highlighted.
With evolving times, the field of education is undergoing a major transformation with the help of Artificial Intelligence, which aids in the personalization of learning, instructional design, evaluation, and administration. The successful integration of AI depends on teachers' perceptions, experiences and openness. In...
The findings reveal that EFL students demonstrate high familiarity with AI applications, especially for language learning, doing tasks, and perceive AI as a supportive learning assistant that enhances efficiency, autonomy, and confidence.
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