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Journal articles on the topic 'AI-enhanced teaching'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Mishra, Mr Siddhant. "Revolutionizing Education: The Impact of AI-Enhanced Teaching Strategies." International Journal for Research in Applied Science and Engineering Technology 12, no. 9 (2024): 9–32. http://dx.doi.org/10.22214/ijraset.2024.64127.

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In recent years, the integration of Artificial Intelligence (AI) into educational settings has revolutionized traditional teaching methodologies, leading to the development of innovative teaching strategies. This paper explores how AI-enhanced approaches are transforming education by personalizing learning experiences, improving student engagement, and optimizing instructional methods. Through adaptive learning platforms, AI tailors educational content to meet individual student needs, fostering a more inclusive and effective learning environment. Intelligent tutoring systems provide real-time

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Adel, Mohammed Ahmed Abou, Moustafa Mohamed Abouelnour, Mohammad Issa Alhourani, and Asmaa A. Awad. "Towards Intelligent Universities Enhanced with Artificial Intelligence (AI)." Journal of Infrastructure, Policy and Development 9, no. 1 (2025): 10412. https://doi.org/10.24294/jipd10412.

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This paper presents a comprehensive and integrated paradigm for intelligent universities using artificial intelligence (AI) to transform management systems and teaching, thus complementing sustainable development objectives. Through a systematic examination of top worldwide universities’ AI applications, this study reveals key achievements, obstacles, and strategies for successfully implementing AI-driven intelligent universities. Every case study focuses on a particular AI-driven project, including the adaptive learning systems at MIT, the AI teaching assistant Jill Watson at Georgia Tech, an

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Muhammad Faez Nurazman Amrullah. "Human-AI Collaboration in Education: Designing Effective Teacher-AI Partnerships for Enhanced Learning." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 1865–69. https://doi.org/10.52783/cana.v32.4357.

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Human-AI collaboration in education represents a transformative shift in teaching and learning practices, offering potential to enhance educational outcomes through innovative teacher-AI partnerships. This review article provides a comprehensive analysis of the current literature on the integration of AI technologies in educational settings, focusing on the design and implementation of effective teacher-AI partnerships. The review synthesizes findings from recent studies, evaluates various AI tools and their applications, and identifies key factors for successful collaboration. The discussion

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Cai, Mengsheng. "Research on the AI-Empowered Practice-Oriented Training Mechanism for Postgraduate Students in Police Colleges." Scientific and Social Research 7, no. 4 (2025): 216–21. https://doi.org/10.26689/ssr.v7i4.10454.

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Artificial intelligence (AI) provides an innovative direction for the development of postgraduate education in police colleges. This study investigates the integration of AI with postgraduate education in police colleges, analyzing its role in enhancing teaching quality. Specifically, AI facilitates the reconfiguration of policing pedagogy, AI promotes multidimensional synergy in practical competency development, and AI drives deep integration of “Police Colleges + Public Security Bureau” ecosystems. Based on these findings, the intrinsic mechanisms through which AI empowers postgraduate teach

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Wu, Zhanghua, Rawi Buaduang, Alan Robert White, Tubagus Darodjat, and Supot Rattanapun. "The impact of artificial intelligence-assisted teaching on enhancing physical education quality in secondary vocational schools." International Journal of Innovative Research and Scientific Studies 8, no. 4 (2025): 1152–60. https://doi.org/10.53894/ijirss.v8i4.8019.

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This study investigates the effects of the sports prescription teaching model and artificial intelligence (AI)-assisted teaching on the intelligent teaching process and the overall quality of physical education (PE) instruction in secondary vocational schools. It further examines the mediating role of the intelligent teaching process in enhancing teaching outcomes. A quantitative research design was employed, with data collected from 414 students across five secondary vocational schools in Nanning, China. The study used descriptive statistics, validity and reliability testing, correlation anal

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Marilyn, F. Manzon, and Nelita F. Belena Dr. "Effectiveness of AI-Enhanced Teaching Methods for Students with Learning Disabilities in Selected Schools in Antipolo Rizal: Bases for a Proposed Training Program for AI-Enhanced Integration Program." International Journal of Social Science and Human Research 08, no. 05 (2025): 3102–13. https://doi.org/10.5281/zenodo.15461831.

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This study examined the effectiveness of AI-enhanced teaching methods compared to traditional instructional strategies for students with learning disabilities in selected Special Education (SPED) schools in Antipolo City. Utilizing a mixed-method research design, the study combined quantitative data from surveys with qualitative insights from semi-structured interviews. A total of 30 SPED teachers and administrators participated in the quantitative phase, while 8 respondents provided in-depth qualitative data. The research instrument designed for this study was a comprehensive tool to assess S

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Bhagavathula, Akshaya S. "AI-Enhanced Epidemiology Education: Bridging Technology and Conceptual Understanding." International Journal of Translational Medical Research and Public Health 55 (October 18, 2024): 1–3. http://dx.doi.org/10.25259/ijtmrph_55_2024.

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This article explores the integration of artificial intelligence (AI) and innovative teaching methods in epidemiology education, emphasizing a balanced approach to enhance learning outcomes. While traditional teaching focuses on core concepts and rubric-based evaluation offers consistency, overreliance on these methods can lead to superficial understanding. Creative and experiential learning activities, such as poems, cartoons, and ungrading, foster deeper engagement and mastery. Technological tools such as simulated outbreak investigations, virtual epidemiology games, and augmented reality pr

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Syahrizal, S., Fifi Yasmi, and Thomson Mary. "AI-Enhanced Teaching Materials for Education: A Shift Towards Digitalization." International Journal of Religion 5, no. 1 (2024): 203–17. http://dx.doi.org/10.61707/j6sa1w36.

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Considering recent technological advances and the growing prevalence of digitalization, Islamic educational instruction and training will need to adopt a fresh perspective. The field of artificial intelligence offers a path for additional research that has the potential to have a favorable impact on both the efficiency and the development of competencies. This article describes the process followed to create multimedia-based teaching materials for Islamic religious education subjects used in Senior High Schools in West Sumatra. These materials were designed to assist Islamic education students

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Okhunov, Mukhammadyusuf. "INTEGRATING AI TOOLS IN CLASSROOMS OF TEACHING ENGLISH AT UNIVERSITIES." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 133–36. https://doi.org/10.5281/zenodo.14208838.

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<em>The integration of Artificial Intelligence (AI) in university can offer advanced tools for personalized learning, engagement, and real-time feedback. This article examines the methodologies behind the use of AI in English language teaching and focuses on AI-powered applications such as chatbots, adaptive learning platforms, and speech recognition software. It highlights the pedagogical benefits, such as tailored instruction and AI-driven assessments, and addresses potential challenges, including data privacy concerns and the digital divide. The future of AI in ELT points to even more sophi

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Li, Jing, and Quanwei Huang. "Navigating Ethical Dilemmas in AI-Enhanced Education." International Journal of Knowledge Management 21, no. 1 (2025): 1–21. https://doi.org/10.4018/ijkm.382384.

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With the rapid advancement of artificial intelligence (AI) in education, AI-enhanced learning is driving profound pedagogical shifts, offering personalized teaching and resource optimization while raising ethical concerns such as data privacy, algorithmic bias, intellectual property, transparency, and equity. Using bibliometric methods, the authors of this study systematically analyzed global research on AI ethics in education over the past decade, revealing its dynamic evolution. AI ethics in education research has grown exponentially, shifting from early technical feasibility studies to the

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Alnasib, Badiah N. M. "Factors Affecting Faculty Members’ Readiness to Integrate Artificial Intelligence into Their Teaching Practices: A Study from the Saudi Higher Education Context." International Journal of Learning, Teaching and Educational Research 22, no. 8 (2023): 465–91. http://dx.doi.org/10.26803/ijlter.22.8.24.

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Artificial intelligence (AI) has been around for about three decades. However, use of AI in pedagogy on a large scale and examination of its impact on teaching practices in higher education are under-researched topics. This study examined the readiness of 465 faculty members at King Faisal University in Saudi Arabia to integrate AI into their teaching practices as well as the factors influencing that readiness. A 46-item online survey was used to collect data. The results show that the respondents demonstrated an average readiness to integrate AI into their teaching (M = 3.40, SD = 0.841). Sta

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Sun, Yonglu. "Practical Research on Optimizing Primary School Science Experiment Teaching with Artificial Intelligence Technology." Journal of Education and Educational Research 13, no. 2 (2025): 52–56. https://doi.org/10.54097/13ct6v97.

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This study focuses on using artificial intelligence (AI) technology to optimize primary school science experiment teaching. Through an analysis of the current application status of AI in primary school science experiment teaching, it was found that problems such as limited application scope, scarce teaching resources, and insufficient teacher application capabilities exist. Research methods including literature review, questionnaire surveys, and teaching experiments were employed to construct an AI-assisted primary school science experiment teaching model, optimizing various aspects such as ex

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S. Peneyra, Jaliyah Ashirae, Ralph Lawrence F. Paras, Shenry Grace B. Tan, and Joseph A. Villarama. "English Language and Literature Teachers on the Integration of Artificial Intelligence in the Philippine Classroom Context." Language, Technology, and Social Media 3, no. 2 (2025): 214–30. https://doi.org/10.70211/ltsm.v3i2.211.

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Artificial intelligence (AI) in language education has brought significant changes to the academic system, reshaping the landscape of language teaching and learning, especially how language teachers plan, deliver, and assess their students’ academic journey. This study determined the academic and personal experiences of eight English language and literature teachers on technology integration such as AI and explored the positive and negative influence of integrating AI in teaching and learning. Utilizing a phenomenological qualitative approach, participants were purposively selected and intervi

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Achivida, Jethro James. "Multimodal Language Teaching and Language Skills Development with AI and VR Integration: A Systematic Literature Review." Psychology and Education: A Multidisciplinary Journal 31, no. 6 (2025): 581–94. https://doi.org/10.5281/zenodo.14797458.

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Language teaching and learning has evolved across time, and this evolution integrated technology-based adjustments and modifications with emergent technologies like artificial intelligence (AI) where computer systems are capable of performing multiple and complex tasks that simulates human learning and cognition and virtual reality (VR) where users can simulate various 3D environments, manipulate objects, and interact with surroundings imitating the real world through the approaches, roles, resources language teachers used. Thus, this paper explored the integration of multimodal language teach

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Hu, Xiaoli. "AI Technology Empowerment in Vocational English Teaching: Challenges and Strategies." Journal of Research in Vocational Education 6, no. 11 (2024): 19–22. https://doi.org/10.53469/jrve.2024.6(11).05.

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The integration of Artificial Intelligence (AI) into vocational English teaching has revolutionized educational practices, offering personalized learning experiences and enhanced language acquisition. However, this technological shift also presents challenges that need to be addressed to maximize its potential. This paper explores the issues associated with AI technology in vocational English teaching and proposes strategies to overcome these challenges

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Shukla, Harsh, and Kshama Pandey. "Human-AI Collaboration in Teaching and Learning." International Journal of Science and Social Science Research 2, no. 4 (2025): 367–75. https://doi.org/10.5281/zenodo.15107814.

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Artificial intelligence is transforming the educational landscape by enhancing instructional methodologies employed by educators and the processes through which students acquire knowledge. Artificial intelligence serves as a collaborative partner to educators by automating repetitive tasks, personalizing learning experiences, and facilitating cognitive development. This study explores the potential of AI-driven tools and pedagogical strategies to foster more inclusive, adaptive, and effective educational experiences. By reviewing existing literature and real-world applications, it highlights t

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Bhogapurapu, Anusha, Das Pranati, and Hanumanthu Seshagiri. "AI-Enhanced Learning Approaches in English Language Teaching: A Review of Opportunities and Challenges." Literary Enigma 1, no. 2 (2025): 111–18. https://doi.org/10.5281/zenodo.15359934.

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Abstract   Artificial Intelligence (AI) has emerged as a transformative force in English Language Teaching (ELT), offering personalized and adaptive learning experiences. Research indicates that AI-driven platforms enhance individualized instruction by tailoring content to learners' proficiency levels and styles. AI chatbots provide interactive conversational practice with real-time feedback, while AI-powered assessment tools streamline evaluation processes, reducing teacher workload and ensuring objective grading. However, studies also highlight significant challenges, including AI's lim

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Hariyono, Hariyono. "Building a Future Generation of Entrepreneurs: An Experimental Study of the Integration of PBL and AI in Entrepreneurial." EDUTEC : Journal of Education And Technology 7, no. 4 (2024): 444–53. http://dx.doi.org/10.29062/edu.v7i4.921.

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This study investigates the effectiveness of integrating Project-Based Learning (PBL) with Artificial Intelligence (AI) in teaching entrepreneurship. Using a quasi-experimental design, the research involved two experimental groups: AI-assisted PBL and a control group (traditional PBL and lecture-based learning). The results indicate that, compared to the control group, the entrepreneurial skills of students were significantly enhanced through the integration of PBL and AI. The findings suggest that PBL and AI can be effective methods for teaching entrepreneurship. This study demonstrates that

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G Kamath, Shravani, Suchit Karnam, Sushil Kumar, Umesh Jadhav, and Dr Nirmala S. "AI-Enhanced Learning Hub: Lesson Planning with Student Quizzes." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 12 (2024): 1–7. https://doi.org/10.55041/ijsrem40040.

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Abstract--The KnowBridge project is a cutting-edge AI- driven educational platform designed to enhance instructor-student connections through technological automation of key aspects of the teaching and learning process. This system also to support syllabus management, test item bank creation and performance tracking during the process it also creates an integrated academic system. The core of the functionality is teachers uploading the syllabus into the image format. Using contemporary Optical Character Recognition (OCR) technology, the system extracts and classifies the text into a hierarchic

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Zhao, Liang, Eslam Hussam, Jin-Taek Seong, Assem Elshenawy, Mustafa Kamal, and Etaf Alshawarbeh. "Revolutionizing art education: Integrating AI and multimedia for enhanced appreciation teaching." Alexandria Engineering Journal 93 (April 2024): 33–43. http://dx.doi.org/10.1016/j.aej.2024.03.011.

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S., Chaitra, Pallavi S. Kumar, and Shyam R. "AI-Powered Education: Enhancing Teaching, Learning, and Administrative Efficiency." Journal of Research and Development 17, no. 1 (2025): 37–43. https://doi.org/10.5281/zenodo.14948612.

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<strong><em>Abstract:  </em></strong> <em>In recent years, artificial intelligence (AI) has emerged as a transformative force in the education sector, reshaping traditional teaching and learning models and paving the way for enhanced educational outcomes. This paper examines the profound influence of AI on the education sector, analyzing its contributions to personalized learning, administrative efficiency, and cognitive skill development. Through a comprehensive review of ten influential studies, the paper presents a synthesis of findings on AI’s role in adaptive learning systems,

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Zulianti, Hajjah, Hastuti Hastuti, Eva Nurchurifiani, Tommy Hastomo, Aksendro Maximilian, and Galuh Dwi Ajeng. "Enhancing Novice EFL Teachers' Competency in AI-Powered Tools Through a TPACK-Based Professional Development Program." World Journal of English Language 15, no. 3 (2024): 117. https://doi.org/10.5430/wjel.v15n3p117.

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As artificial intelligence (AI) continues to advance rapidly, its application in educational settings is increasingly expanding. However, a substantial gap persists in the number of novice English as a Foreign Language (EFL) teachers who are well-prepared to integrate technology in learning activities. This research created a professional development (PD) program grounded in the technological pedagogical content knowledge (TPACK) framework to tackle this issue and enhance the AI-related teaching skills of novice EFL teachers. The study employed a quasi-experimental design, with 20 participants

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Rajesh, K., C. Sivapragasam, and Shashi Kant Dargar. "AI-Enhanced Personalized Learning Practices in Higher Engineering Institutes." Journal of Engineering Education Transformations 37, IS2 (2024): 887–92. http://dx.doi.org/10.16920/jeet/2024/v37is2/24136.

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The main task of engaging the students with an interesting classroom environment is challenging in nature. The better way of teaching the students with effective learning pedagogy seems to be more effective. In this technological era, every student requires some technological involvement in their day-to-day process. So, with a broadcasted mindset, an active learning pedagogy has been initialized in this manuscript which gives more and more active methods of learning especially for engineering students. This research mainly focuses on a widely available learning process that is more effective i

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Researcher. "THE TRANSFORMATIVE IMPACT OF AI-DRIVEN PERSONALIZATION IN EDUCATIONAL SETTINGS: FROM ADMINISTRATIVE EFFICIENCY TO ENHANCED LEARNING OUTCOMES." International Journal of Computer Engineering and Technology (IJCET) 15, no. 6 (2024): 1349–60. https://doi.org/10.5281/zenodo.14444522.

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This article examines the transformative role of artificial intelligence (AI) in contemporary K-12 education, focusing on its applications in personalized learning, intelligent tutoring systems, and administrative efficiency. Through a comprehensive analysis of current implementations, the article investigates how AI-driven technologies are revolutionizing traditional educational paradigms by enabling customized learning experiences and reducing administrative burdens on educators. The article explores various dimensions of AI integration, including automated assessment systems, adaptive learn

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Balakrishnan, C. R. "Transformative Pedagogy: Harnessing AI tools for Enhanced Powerpoint Creation in Educational Settings." Journal of Applied Science, Engineering, Technology and Management 2, no. 2 (2024): 09–14. https://doi.org/10.61779/jasetm.v2i2.2.

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"Transformative pedagogy" refers to an approach to teaching and learning that goes beyond the transmission of information to encourage critical thinking, reflection, and the development of students as independent learners and responsible citizens. It aims to transform not only what students know but also how they think, interact with information, and engage with the world around them. integrating Artificial Intelligence (AI) into transformative pedagogy can amplify its impact by leveraging advanced technologies to enhance learning experiences. Artificial Intelligence (AI) in education refers t

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Karanjakwut, Chalermsup, and Kamonwan Charunsri. "Transforming AI Chatbots for a Brainstorming Teaching Technique of Process Writing." Malaysian Online Journal of Educational Technology 13, no. 1 (2025): 1–18. https://doi.org/10.52380/mojet.2025.13.1.559.

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This study investigated the impact of AI-driven brainstorming tools on process writing instruction and students' writing outcomes in the context of third-year Thai university students. A mixed-methods approach was employed to examine the effectiveness of AI-driven brainstorming tools, foreign English lecturers' preferences and comments towards AI-generated brainstorming results, students' preferences for specific AI chatbots, and the perceived challenges and facilitative factors experienced by students. The findings revealed that the intervention group using AI tools significantly outperformed

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Kier P. Dela Calzada, Cindy Mae P. Tacbobo, Ma. Elen C. Lualhati, et al. "Alternating Environmental Teaching through AI: Potential Benefits and Limitations." Journal of Environmental & Earth Sciences 7, no. 4 (2025): 138–51. https://doi.org/10.30564/jees.v7i4.8340.

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Environmental education is essential for developing awareness, critical thinking, and problem-solving skills needed to address pressing global challenges such as climate change, biodiversity loss, and resource depletion. Artificial intelligence (AI) can expand access to environmental learning by providing scalable, personalized educational tools that overcome geographical and logistical barriers. This paper explored the perceptions of science teaching about the potential application of AI in environmental teaching. A purposive sampling method was employed to select 25 science teachers, who wer

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Younas, Afshan, Kabaly P. Subramanian, Mohammed Al Haziazi, Syed Sadullah Hussainy, and Ahmed Nasser Salem Al Kindi. "A Review on Implementation of Artificial Intelligence in Education." International Journal of Research and Innovation in Social Science VII, no. VIII (2023): 1092–100. http://dx.doi.org/10.47772/ijriss.2023.7886.

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Artificial Intelligence (AI) implementation in education is a rapidly growing field that has gained significant attention from educators. AI-empowered systems, such as virtual classrooms, smart campuses, adaptive learning, and teaching evaluation, have the potential to revolutionize the education sector. Virtual classrooms provide a contextual learning environment for students, offering flexibility in course attendance and engaging students’ senses. Smart campuses focus on sustainability and energy efficiency, reducing the environmental impact of campus buildings. Adaptive learning allows for

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Shi, Lehong, Ai-Chu (Elisha) Ding, and Ikseon Choi. "Investigating Teachers’ Use of an AI-Enabled System and Their Perceptions of AI Integration in Science Classrooms: A Case Study." Education Sciences 14, no. 11 (2024): 1187. http://dx.doi.org/10.3390/educsci14111187.

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Recent research indicates the significant potential of artificial intelligence (AI) in enhancing teachers’ instructional practices in areas such as lesson planning, personalized teacher intervention and feedback, and performance assessment. To fully realize the potential of AI in teaching, it is crucial to understand how teachers innovatively apply and critically evaluate AI applications in their teaching practices. However, there is a research gap in investigating how teachers use various features of an AI-enabled system and their perceptions of AI integration in teaching to promote teachers’

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Uzma Safdar, Sidra Shafi, and Mariyam Junaid. "The Impact of AI-Driven Gamification on Student Engagement and Academic Performance in English Language Teaching." Indus Journal of Social Sciences 3, no. 1 (2025): 646–56. https://doi.org/10.59075/ijss.v3i1.758.

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The integration of gamification and artificial intelligence (AI) in English Language Teaching (ELT) has revolutionized traditional pedagogical approaches by fostering interactive, personalized, and adaptive learning experiences. This paper investigates the effects of AI-based gamification on student involvement and academic performance in ELT classrooms. Data were collected using a mixed-methods approach during which English language learners and instructors completed surveys, classroom observations were conducted, and semi-structured interviews administered. AI-enhanced gamified language lear

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Meylani, Rusen. "Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature." Journal of Computer and Education Research 12, no. 24 (2024): 600–637. http://dx.doi.org/10.18009/jcer.1477709.

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The integration of Artificial Intelligence (AI) into teacher education has been transformative, offering personalized learning experiences, enhanced professional development, and improved teaching methodologies. AI technologies such as Intelligent Tutoring Systems (ITS), AI-driven analytics, and automated assessment tools have become central to modern educational practices, significantly improving engagement, adaptability, and effectiveness. This study employs a qualitative thematic analysis of current literature on AI in teacher education, examining peer-reviewed articles and reports using th

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Lap, Trinh Quoc. "“Fear of Missing out!”: Veteran EFL Teachers’ Perceptions of Using AI-Powered Tools in English Language Teaching." International Journal of Information and Education Technology 15, no. 6 (2025): 1161–71. https://doi.org/10.18178/ijiet.2025.15.6.2319.

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The rapid advancement of AI and AI-powered tools has garnered global attention, promising transformative potential across various fields, including English Language Teaching. As AI integration in education accelerates, veteran teachers of English as a Foreign Language (EFL) may experience a “fear of missing out,” influencing their curiosity, skepticism, or urgency to adopt these tools. This exploratory case study, employing a mixed-methods approach, investigates (1) how veteran EFL teachers perceive AI-powered tools for language teaching, (2) how frequently they use these tools in EFL classroo

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Resyadi, Herman. "Integrating AI in Language Teaching: Challenges and Opportunities for Novice Efl Teachers." Edukasi: Jurnal Pendidikan dan Pengajaran 12, no. 01 (2025): 124–40. https://doi.org/10.19109/z7qmss50.

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This research explored the challenges and opportunities that novice EFL teachers face in integrating AI into their teaching practices. Using a mixed-method approach, the study combined quantitative data from a survey of 30 novice EFL teachers with qualitative insights from interviews with seven participants selected from the survey group. The survey data were analyzed using descriptive statistics, while the interview responses underwent thematic analysis. The findings revealed that the challenges were limited understanding of how to use AI tools in a more advanced or contextually appropriate w

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Ibrahim, Abdulrahman Burour. "Assessing the Knowledge and Perception of Artificial Intelligence for Teaching and Research among Lecturers in the Faculties of Arts in Nigeria." Journal of Global Research in Education and Social Science 18, no. 2 (2024): 25–33. http://dx.doi.org/10.56557/jogress/2024/v18i28671.

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This study assesses the knowledge of artificial intelligence (AI) for teaching and research among lecturers in the faculties of arts in Nigeria. Despite the growing recognition of AI's potential to enhance educational practices, there are significant gaps in educators' AI literacy. The research adopts a quantitative approach, surveying lecturers across Nigerian universities to gauge their awareness, engagement, and perceptions of AI integration. Results reveal a moderate level of AI awareness among respondents, with a notable interest in further training tailored to arts disciplines. Challenge

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Ododo, Emmanuel Philip, Anwan, Andikan Ime, Clement, Idongesit Emmanuel, Epoke, Eti Eleng, and Mfon Constant. "ASSESSING SOCIAL STUDIES TEACHERS' PREPAREDNESS TO INTEGRATE AI AND E-LEARNING PLATFORMS FOR ENHANCED TEACHING AND LEARNING EXPERIENCES." American Journal of Social Science and Education Innovations 6, no. 9 (2024): 115–27. http://dx.doi.org/10.37547/tajssei/volume06issue09-13.

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This research explored the preparedness of Social Studies teachers in Akwa Ibom State to integrate artificial intelligence (AI) and E-Learning platforms into their instructional practices. The study focused on evaluating key objectives, formulating research questions, and testing hypotheses related to the teachers’ ability to integrate modern digital tools into classroom instruction. A descriptive survey research approach was utilized, with a focus on Social Studies teachers in public secondary schools. Using a stratified random sampling technique, 210 teachers were selected to participate in

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Fasola, Omobolanle Seri. "Awareness, perception and use of Artificial Intelligence tools by LIS educators in Nigerian Higher institutions." Cybrarians Journal, no. 72 (August 25, 2024): 1–20. http://dx.doi.org/10.70000/cj.2024.72.591.

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The advent of Artificial Intelligence (AI) has brought transformative changes across various sectors, including education. In Library and Information Science (LIS), AI tools hold significant potential for enhancing teaching, research, and administrative functions. This study investigates the awareness, perception, and utilization of AI tools by LIS lecturers in Nigerian higher institutions. Data were collected using questionnaires and analysed with the Statistical Product and Service Solution (SPSS), with hypotheses tested via Pearson Product Moment Correlation (PPMC). The findings reveal a hi

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Li, Lingshan, Liqin Nie, and Zhiyan Li. "Digital Innovation Pathways in the Design of Macroeconomics Courses in the Era of Artificial Intelligence." Higher Education and Practice 1, no. 10 (2024): 55–60. https://doi.org/10.62381/h241a10.

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The advent of the artificial intelligence (AI) era presents significant challenges to traditional education, necessitating innovative approaches to teaching methods. Integrating artificial intelligence into classroom instruction to enhance course quality has become a pressing concern. This study explores the design of macroeconomics courses in the context of artificial intelligence, addressing the limitations of traditional teaching methods and highlighting the potential benefits of AI integration. These advantages include personalized learning experiences, increased teaching efficiency, enhan

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Guo, Yujie. "Teaching Model of Swimming Skills Training Under the Background of Artificial Intelligence." International Journal of Ambient Computing and Intelligence 15, no. 1 (2024): 1–18. http://dx.doi.org/10.4018/ijaci.356382.

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Global swimming competitiveness, driven by enhanced training science, necessitates innovative strategies. High-level swimmers worldwide follow common principles, underscoring AI's potential in training enhancement. Software engineering education actively seeks to align talent development with industry needs, particularly via AI-driven creation of immersive training environments for students. Despite UWB's prominence among wireless positioning technologies and ongoing Chinese research, its application in sports arenas is yet limited. This paper presents a graphical representation of AI in swimm

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Okunade, Adesina Isaac. "The Role of Artificial Intelligence in Teaching of Science Education in Secondary Schools in Nigeria." European Journal of Computer Science and Information Technology 12, no. 1 (2024): 57–67. http://dx.doi.org/10.37745/ejcsit2013/vol12n15767.

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This study aims to examine and evaluate the influence of incorporating Artificial Intelligence (AI) into the instruction of scientific education in secondary schools in Nigeria. The primary objective is to investigate how AI technologies might improve the overall quality and efficacy of scientific teaching, leading to enhanced learning outcomes for secondary school students. The study employs a retrospective research approach, analyzing past data to gain insights into the development and impact of AI in scientific teaching in Nigerian secondary schools. The research design involves a comprehen

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Dewilna Helmi. "Pelatihan Peningkatan Kompetensi Guru melalui Integrasi AI dalam Pembelajaran di SMP Negeri 1 Kota Ambon." Pandawa : Pusat Publikasi Hasil Pengabdian Masyarakat 3, no. 3 (2025): 28–36. https://doi.org/10.61132/pandawa.v3i3.1925.

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The use of artificial intelligence (AI) in education holds significant potential to enhance the quality of learning and the effectiveness of teaching. This study aims to evaluate a teacher competency development program through the integration of AI, particularly in the development of AI-based teaching materials utilizing the Kelas Ajaib feature in the Canva application. The training involved 40 teachers from SMP Negeri 1 Kota Ambon and was conducted through workshops and interactive simulations. Evaluation results indicated an 85% level of participant enthusiasm and 86% satisfaction, reflecti

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Liu, Ting, Takaya Yuizono, Zhisheng Wang, and Haiwen Gao. "Application of AI thinking visualization tool in the foreign language reading teaching." E3S Web of Conferences 179 (2020): 02092. http://dx.doi.org/10.1051/e3sconf/202017902092.

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AI thinking visualization tool can express the knowledge in the brain in a graphical way. It can form an external manifestation of knowledge directly affecting the human senses, which is of great help for learners to improve their understanding, memory and thinking skills. In this research, we studied the mind mapping training through AI thinking visualization tool in the reading teaching of foreign language courses. The results indicated that via the independent establishment of a foreign language reading material framework based on AI thinking visualization tool, students’ thinking skills an

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Anjum Khan and Dr. Veerendra Mishra. "Empowering English Language Learners: Harnessing AI for Enhanced ESL Education." Journal of Advances and Scholarly Researches in Allied Education 21, no. 3 (2024): 208–18. http://dx.doi.org/10.29070/2vrwf279.

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This paper looks into how studying English as a second language (ESL) might be made easier and more enjoyable by using artificial intelligence (AI). We look at cutting-edge tools like chatbots and smart apps that help kids learn at their own pace. There are challenges to be addressed, though, such making sure that these resources are equal and accessible to all. We also go over how AI can assess your English skills and give you instant feedback so you can get better. We'll also look at how virtual reality and artificial intelligence (AI) can be used to simulate an English-speaking nation while

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Gumabay, Dr Cherry Anne N., and Dr Maria Visitacion N. Gumabay. "Opportunities and Challenges for Information Technology and Business Educators in Implementing Generative Artificial Intelligence in Instruction." International Journal of Management and Humanities 11, no. 4 (2024): 1–7. https://doi.org/10.35940/ijmh.d1769.11041224.

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Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning in the field of IT and business education. This research aims to explore the opportunities and challenges faced by IT and business educators in the utilization of generative AI in teaching and provide insights for educators seeking to harness the power of these tools while mitigating potential risks. The opportunities for IT and business educators in utilizing generative AI include enhanced learning experiences, automation of administrative tasks, exposure to real-world applications, and adaptabili

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Dr., Cherry Anne N. Gumabay. "Opportunities and Challenges for Information Technology and Business Educators in Implementing Generative Artificial Intelligence in Instruction." International Journal of Management and Humanities (IJMH) 11, no. 4 (2024): 1–7. https://doi.org/10.35940/ijmh.D1769.11041224.

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<strong>Abstract:</strong> Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning in the field of IT and business education. This research aims to explore the opportunities and challenges faced by IT and business educators in the utilization of generative AI in teaching and provide insights for educators seeking to harness the power of these tools while mitigating potential risks. The opportunities for IT and business educators in utilizing generative AI include enhanced learning experiences, automation of administrative tasks, exposure to realworld ap

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Wu, Zhen, Jie Hou, Lixin Yin, Wanchao Liu, Jun Geng, and Laiyou Wen. "Evaluation of the Effectiveness of MED·SMART-AI in Undergraduate Clinical Anesthesia Teaching." Occupation and Professional Education 1, no. 12 (2024): 8–13. https://doi.org/10.62381/o242c02.

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This study aimed to assess the impact of MED·SMART-AI on undergraduate clinical anesthesia internship teaching. Sixty undergraduate interns at Jiangyin Hospital Affiliated to Nantong University were divided into two groups. One group (n=30, February-April 2024) received traditional instruction, while the other (n=30, May-July 2024) was taught using the MED·SMART-AI method. The evaluation included theoretical knowledge, practical skills, case analysis performance, student learning initiative, and self-evaluation components, such as learning ability, communication skills, and self-confidence. In

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Li, Bing. "Exploring the Impact of AI-Enhanced Classroom Instruction on Learning Outcomes of College Students." Journal of Electronic Research and Application 9, no. 3 (2025): 77–81. https://doi.org/10.26689/jera.v9i3.10820.

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In recent years, artificial intelligence (AI) has been increasingly integrated into educational settings worldwide. This study aims to explore the effectiveness of AI classroom teaching for Chinese undergraduate students, focusing on its influence on learning outcomes and student engagement. The research uses a quantitative approach, utilizing surveys and academic performance data to evaluate two main objectives: (1) the impact of AI teaching methods on academic performance compared to traditional instruction; (2) the level of student engagement and satisfaction with AI-based learning tools. T

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Tilepbergenovna, Utepbergenova Aysuliu. "THE ROLE OF ARTIFICIAL INTELLIGENCE IN EDUCATION." International Journal of Pedagogics 4, no. 10 (2024): 184–87. http://dx.doi.org/10.37547/ijp/volume04issue10-32.

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The integration of Artificial Intelligence (AI) into education is transforming the landscape of teaching and learning, offering innovative solutions and personalized learning experiences. This article explores the multifaceted role of AI in education, beginning with its historical evolution and current applications, including personalized learning, intelligent tutoring systems, and administrative automation. The benefits of AI, such as enhanced learning opportunities and improved student engagement, are weighed against challenges like equity issues and ethical concerns.

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Ibrahim, Alajmi. "The Integration of the Four Skills of English Language in AI Teaching." International Journal of Social Science and Humanities Research 13, no. 2 (2025): 12–16. https://doi.org/10.5281/zenodo.15130040.

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<strong>Abstract:</strong> The integration of the four skills of the English language—listening, speaking, reading, and writing—has long been a cornerstone of effective language teaching. With the advent of Artificial Intelligence (AI) in education, there is a growing interest in how these skills can be taught and enhanced through AI-driven platforms. This research paper explores the integration of the four skills of English language learning within AI teaching environments. It examines the theoretical underpinnings, current practices, challenges, and future directions of AI in lan

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Chukhlomin, Valeri. "Socratic Prompts: Engineered Dialogue as a Tool for AI-Enhanced Educational Inquiry." Latin American Business and Sustainability Review 1, no. 1 (2024): 1–13. http://dx.doi.org/10.70469/labsreview.v1i1.10.

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This case study explores the integration of the Socratic method with AI-assisted prompt engineering for educational research and course development. It demonstrates how an educator's structured dialogue with an AI system facilitated the design of a course on AI-driven strategies for local businesses while simultaneously developing a research framework to assess its impact. The analysis of this AI interaction highlights the potential and limitations of AI as a collaborative tool in academia, emphasizing the need for critical evaluation and ethical considerations. The findings suggest that this

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Fu, Fanjie. "Research on the Construction and Practice of an AI-Enhanced Blended Teaching Model for Econometrics." Global Research in Higher Education 8, no. 2 (2025): p56. https://doi.org/10.22158/grhe.v8n2p56.

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Artificial intelligence (AI) has emerged as a key driver of curriculum reform in higher education. For econometrics—a discipline that emphasizes both theoretical rigor and methodological application—the integration of AI into blended teaching models is a pressing issue in contemporary pedagogy. This study investigates the development of an AI-enhanced instructional framework for econometrics, focusing on students majoring in International Economics and Trade at Sichuan International Studies University. By incorporating tools such as ChatGPT and machine learning into a blended learning environm

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