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Journal articles on the topic 'Teacher AI literacy'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Pan, Ziwen, and Yongliang Wang. "From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context." European Journal of Education 60, no. 1 (2025): 1–16. https://doi.org/10.1111/ejed.70020.

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ABSTRACTArtificial Intelligence (AI) literacy has come to the spotlight, empowering individuals to adeptly navigate the modern digitalised world. However, studies on teacher AI literacy in the English as a Foreign Language (EFL) context remain limited. This study aims to identify intraindividual differences in AI literacy and examine its associations with age and years of teaching experience among 782 English teachers. Given the absence of a reliable instrument to measure teacher AI literacy, we first constructed and validated a scale encompassing five sub‐scales: AI Knowledge, AI Use, AI Asse

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Park, Hyu-Yong. "Development of a Teacher's AI Literacy Scale Based on Meta-Analysis." Korea University Institute of Educational Research 94 (February 28, 2025): 41–76. https://doi.org/10.24299/kier.2025.381.41.

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With the recent advancements in generative artificial intelligence (AI) technology, the need for AI utilization in school education has increased, leading to active research on teacher AI literacy (competency). This study aims to develop self-assessment items for teacher AI literacy, recognizing the importance of developing and evaluating teachers' AI literacy in the context of school education where AI-integrated education is expected to become widespread. Using a research methodology that involved a meta-analysis of domestic and international literature on teacher digital literacy and digita

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Nuangchalerm, Prasart, Veena Prachagool, Antomi Saregar, and Yusnita Md Yunus. "Fostering Pre-Service Teachers’ AI Literacy through School Implications." Journal of Philology and Educational Sciences 3, no. 2 (2024): 77–86. https://doi.org/10.53898/jpes2024327.

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As technology advances, AI in schooling becomes more commonly used in learning assistance and academic purposes. This review study examines improving pre-service teachers' AI literacy in the modern classroom. The study starts with an overview of AI literacy in the way of pre-service teacher development. It then explores AI tailored learning based on individual differences and interests, instant feedback, and interactive interaction. Key results imply that its implications may help pre-service teachers' AI literacy by improving their understandings and necessary skills of AI principles, problem

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Yan, LI. "AI Literacy and Pedagogical Transformation: Exploring the Influence on College Language Teaching." British Journal of Education 13, no. 8 (2025): 43–50. https://doi.org/10.37745/bje.2013/vol13n84350.

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This study examines how college English teachers' Artificial Intelligence (AI) literacy influences pedagogical transformation, using a mixed-methods case study of a first-year undergraduate English debate contest (N=90 students). Findings reveal a significant positive correlation (r = 0.72, p < 0.01) between higher teacher AI literacy (encompassing technical, pedagogical, critical, and ethical dimensions) and more transformative teaching practices. Teachers with robust AI literacy fostered student-centred learning, strategically integrated AI as a collaborative tool, and explicitly guided c

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Kočková, Petra, Kristyna Kilianova, Marta Slepankova, Angelika Schmid, and Katerina Kostolanyova. "AI literacy in Teacher Education in the Czech Republic." European Conference on e-Learning 23, no. 1 (2024): 178–86. http://dx.doi.org/10.34190/ecel.23.1.2753.

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The development of artificial intelligence is rapidly transforming education systems worldwide, including those in the Czech Republic. This paper assesses the level of AI literacy among teachers and its integration into the Czech education system. The aim is to determine how well teachers are equipped with knowledge, skills, and understanding of AI, and how effectively they can integrate AI and AI awareness into their teaching. The methodology entails gathering data via a questionnaire survey distributed to teachers across various educational levels. The survey comprises questions that concent

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Rachbauer, Tamara, Johannes Graup, and Eva Rutter. "Digital literacy and artificial intelligence literacy in teacher training." Forum for Education Studies 3, no. 1 (2025): 1842. https://doi.org/10.59400/fes1842.

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The research titled “digital and AI literacy in teacher training” seeks to bolster the professional training of future educators in all phases of teacher education within Germany, with a particular emphasis on integrating digital and artificial intelligence (AI) literacy into contemporary educational practices. Recognizing the escalating importance of digital competencies—an urgency that the COVID-19 pandemic underscored globally—this initiative establishes a cohesive framework connecting universities, seminar leaders, and schools. Its core objective is to enable student teachers to adopt and

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Lim, Eun Mee. "The relationship among pre-service early childhood teacher’s play expertise, AI literacy, and AI-enabled play support competence." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 11 (2025): 411–26. https://doi.org/10.22251/jlcci.2025.25.11.411.

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Objectives The purpose of this study is to explore the relationship between pre-service early childhood teachers' play expertise, AI literacy, and AI-enabled play support competence. Methods The subjects of the study were 187 pre-service early childhood teachers studying in young children-related majors at universities located in the Seoul metropolitan area. The measurement tools were play expertise, AI literacy, and AI-enabled play support competence, and descriptive statistics, Pearson correlation analysis, and stepwise multiple regression analysis were conducted using SPSS 27.0. Results The

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Tikhonova, N. V., and D. R. Sabirova. "Teacher AI literacy: a theoretical conceptualisation." Education and science journal 27, no. 6 (2025): 180–206. https://doi.org/10.17853/1994-5639-2025-6-180-206.

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Introduction. The rapid development of artificial intelligence (AI) technologies and their integration into the educational system necessitate that teachers become proficient in applying AI tools in their professional activities. Currently, the advancement of artificial intelligence literacy (AI literacy) is a focal point internationally, with educational programmes aimed at enhancing AI literacy for both students and teachers being implemented. However, despite a general interest in the topic of artificial intelligence, the term “AI literacy” is rarely used in Russian scientific publications.

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Zhang, Helen, Irene Lee, and Katherine Moore. "An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (2024): 23318–25. http://dx.doi.org/10.1609/aaai.v38i21.30380.

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Artificial intelligence (AI) has rapidly pervaded and reshaped almost all walks of life, but efforts to promote AI literacy in K-12 schools remain limited. There is a knowledge gap in how to prepare teachers to teach AI literacy in inclusive classrooms and how teacher-led classroom implementations can impact students. This paper reports a comparison study to investigate the effectiveness of an AI literacy curriculum when taught by classroom teachers. The experimental group included 89 middle school students who learned an AI literacy curriculum during regular school hours. The comparison group

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Rütti-Joy, Olivia, Georg Winder, and Horst Biedermann. "Building AI Literacy for Sustainable Teacher Education." Zeitschrift für Hochschulentwicklung 18, no. 4 (2023): 175–89. http://dx.doi.org/10.21240/zfhe/18-04/10.

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This article highlights the significance of AI Literacy for promoting sustainable teacher education in an AI-driven world. Given the rapid progress of AI, a crucial aspect of organisational development for teacher education institutions involves fostering AI Literacy among teaching staff, and enabling them to use and teach AI ethically and responsibly. We underscore the necessity for teacher education institutions to create opportunities for developing AI Literacy as a fundamental goal for sustainable development. Further, we explore recommendations for sustainable organisational and professio

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Helvacı, İsmail. "Preparing Teachers for a ChatGPT-Influenced Workforce." Kastamonu Eğitim Dergisi 33, no. 2 (2025): 401–10. https://doi.org/10.24106/kefdergi.1683517.

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Purpose: In the 21st century, unique changes have become apparent in our lives. These changes have affected numerous fields, and education is no exception. Innovations in education have progressed rapidly, particularly with the prevalence of Artificial Intelligence (AI) applications. Higher education institutions play a crucial role in these developments due to their capacity to shape professional competencies and raise societal awareness. This study discusses the impact of AI applications on higher education and their significance in teacher training. Design/Methodology/Approach: The study ex

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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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Masla, John, Christina Bosch, Prerna Ravi, et al. "Supporting AI Literacy Teaching Through the Development of Assessments for Classroom Use." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 28 (2025): 29178–85. https://doi.org/10.1609/aaai.v39i28.35191.

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Initial discussion of AI literacy assessment has focused on competency frameworks and learning standards rather than materials for classroom use. Responsible AI for Computational Action (RAICA), a constructionist AI curriculum for middle and high school students, includes assessment materials to support teachers with the evaluation of student AI literacy competencies in their classrooms. These materials include exit tickets used as formative assessments at the end of each lesson and both teacher and student-facing rubrics. After beta-testing a module of the curriculum with nine teachers and 28

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Partridge, Martha, Yen-En Kuo, Nattanan Hamapongnitinan, Liming Chen, and Haoyuan Huang. "Reflections on co-researching AI literacy." International Journal for Students as Partners 8, no. 2 (2024): 173–85. http://dx.doi.org/10.15173/ijsap.v8i2.5834.

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Students as Partners (SaP) approaches have gained more and more traction in higher education in recent years (Dai & Matthews, 2022). Rooted in values such as reciprocity and shared responsibility, SaP can offer opportunities for internationalizing the curriculum and departing from traditional teacher-student hierarchies (Green & Baxter, 2022). This case study focuses on a SaP project involving international students and their English for Academic Purposes (EAP) teacher, which investigated artificial intelligence (AI) literacy during a UK pre-sessional course in summer 2023. The project

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Serquiña, Melanie Aban. "Predictors of Statistical Literacy among Teacher-Education Graduate Students." International Journal of Research and Innovation in Applied Science X, no. VI (2025): 144–232. https://doi.org/10.51584/ijrias.2025.10060013.

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Statistical literacy is critical for educators because it allows them to evaluate data effectively, make educated decisions, and create data-driven learning environments. In a world where data impacts educational policy and classroom practices, providing teachers with good statistical reasoning abilities ensures that they can critically evaluate study findings and use statistical principles effectively. The research evaluated teacher-education graduate students’ statistical literacy together with research literacy and AI literacy profiles for the academic year 2024-2025. The research used desc

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López Costa, Marta. "Artificial Intelligence and Data Literacy in Rural Schools’ Teaching Practices: Knowledge, Use, and Challenges." Education Sciences 15, no. 3 (2025): 352. https://doi.org/10.3390/educsci15030352.

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This study explores the implementation of artificial intelligence (AI) and data literacy in rural Catalan schools by analyzing teacher knowledge, use, and perceptions. Data were collected from a representative sample of teachers at these schools to examine their understanding of AI and data literacy, how they utilize these technologies, and their perspectives on their applications. The results indicate that although over half of the teachers reported moderate to high AI knowledge, classroom implementation remains limited. Teachers primarily employed AI for text generation and content detection

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Huang, Sibo, Jin Fan, and Qingwu Lu. "Exploring the Role of Generative AI in Advancing Pre-service Teachers' Digital Literacy Through Educational Technology Courses." Journal of Education and Educational Research 12, no. 1 (2025): 29–34. https://doi.org/10.54097/7a1sv647.

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This study investigates the role of generative artificial intelligence (AIGC), particularly large language models, in enhancing the digital literacy of pre-service teachers. With the rapid growth of AI technologies, integrating generative AI into education has gained significant attention. The research focuses on how varying frequencies of generative AI usage affect pre-service teachers’ skills in information processing, problem-solving, and critical thinking. Using a polynomial regression model, we analyze the relationship between factors such as AI usage frequency, problem-solving time, feed

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bouras, Sana. "AI and the Bad Teacher Dilemma." Journal of Science and Knowledge Horizons 4, no. 01 (2024): 39–57. http://dx.doi.org/10.34118/jskp.v4i01.3850.

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As AI technology continues to advance, it is likely that we will see a shift in the traditional teacher role, with educators and AI working in tandem to create a more dynamic and effective learning environment. So, what is more irreplaceable than a teacher that is an absolute specialist in his field? This kind of revolutionary transformation is difficult to imagine. People are just not motivated to modify deeply ingrained institutions when they are comfortable. The study findings which come up from the online survey with Master 2 students and teachers at Chadli Bendjedid University suggest tha

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Yang, Hyeji, Wongyu Lee, and Jamee Kim. "Identification of Key Factors Influencing Teachers’ Self-Perceived AI Literacy: An XGBoost and SHAP-Based Approach." Applied Sciences 15, no. 8 (2025): 4433. https://doi.org/10.3390/app15084433.

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The rapid advancement of digital technologies and artificial intelligence (AI) is reshaping K-12 education, thereby emphasizing the growing need for AI Literacy among teachers. This study identifies key factors that influence teachers’ self-perceived AI Literacy and evaluates their impact on AI Literacy performance across various teaching phases, using Extreme Gradient Boosting (XGBoost) and Shapley Additive Explanations (SHAP). Data collected from 1172 K-12 teachers in South Korea were preprocessed and then split into an 80:20 training-to-testing ratio. To optimize model performance, Bayesian

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-, Harianti, Asep Kadarohman, and Sjaeful Anwar. "PRE-SERVICE CHEMISTRY TEACHERS’ KNOWLEDGE, USAGE AND PERCEPTIONS OF ARTIFICIAL INTELLIGENCE IN EDUCATION." JCER (Journal of Chemistry Education Research) 9, no. 1 (2025): 5–12. https://doi.org/10.26740/jcer.v9n1.p5-12.

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This study investigates pre-service chemistry teachers' knowledge, use, and perceptions of AI technology integration in education. Using a survey design, data were collected from pre-service chemistry teachers enrolled in a professional teacher education program. The findings reveal varying levels of AI knowledge, with a majority having sufficient understanding but 20% demonstrating low knowledge. Social media emerged as the primary source of AI information. Participants generally felt confident using AI tools, though usage frequency varied. The study underscores the need for comprehensive AI

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Kim, Mi-Young, and Jung-Mi Nam. "AI Literacy and Teaching Self-Efficacy Enhancement in Future Pre-service Teachers: A Case Study of Education Office Camp Implementation." Society for Cognitive Enhancement and Intervention 15, no. 3 (2024): 191–208. http://dx.doi.org/10.21197/jcei.15.3.10.

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Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting inter

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Samngamjan, Nontachai, Pakawat Phettom, Kajohnsak Sa-ngunsat, and Wudhijaya Philuek. "A Survey Study on AI Literacy of Nakhon Sawan Rajabhat University’s Digital Technology Teacher Students in Thailand." Shanlax International Journal of Education 13, no. 1 (2024): 33–40. https://doi.org/10.34293/education.v13i1.8355.

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In the realm of education, the integration of AI literacy into computer science teaching is becoming increasingly crucial (Walsh et al., 2023; Voulgari et al., 2022; Velander et al., 2023). Teachers play a pivotal role in bridging the gap between research and practical knowledge transfer of AI-related skills, necessitating a solid foundation in AI-related technological, pedagogical, and content knowledge (TPACK) (Velander et al., 2023). As AI systems permeate various aspects of society, including education, teachers must adapt and develop competencies in AI to effectively impart these skills t

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Abisoye, Ajayi. "AI Literacy in STEM Education: Policy Strategies for Preparing the Future Workforce." Journal of Frontiers in Multidisciplinary Research 4, no. 1 (2023): 17–24. https://doi.org/10.54660/jfmr.2023.4.1.17-24.

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As artificial intelligence (AI) increasingly permeates various sectors of society, AI literacy in STEM education has become critical for preparing a future workforce to thrive in a technology-driven landscape. This paper explores the current state of AI literacy within educational policies and curricula, identifying strengths and weaknesses in existing frameworks. It further examines the barriers to the effective implementation of AI education, including resource limitations, teacher training gaps, and curriculum rigidity. The paper proposes innovative policy strategies to enhance AI literacy,

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Cho, Woomi, and Jungmin Kim. "The Effects of an AI Education Competency Enhancement Program Utilizing Humanoid Robots on Pre-Service Childcare Teachers' Technology Acceptance Intention and Digital Literacy." Korean Journal of the Human Development 32, no. 1 (2025): 47–58. https://doi.org/10.15284/kjhd.2025.32.1.47.

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This study develops an artificial intelligence (AI) education competency enhancement program for pre-service childcare teachers and examines its effects on technology acceptance intention and digital literacy. Participants included 36 pre-service childcare teachers from universities in the Daegu and Gyeongbuk regions. The 10-session program covered understanding AI, applying AI, and exploring AI values. Data were analyzed using SPSS Win 26.0, and independent t-tests and multivariate analysis of covariance (MANCOVA) were conducted. The analysis revealed that the program utilizing humanoid robot

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Skrypka, Hanna. "ARTIFICIAL INTELLIGENCE AND MEDIA LITERACY: UPDATING TEACHER TRAINING PROGRAMS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 18 (2025): 132–44. https://doi.org/10.28925/2414-0325.2025.1811.

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In the modern information society, the development of media literacy of teachers is extremely relevant, especially in the context of the rapid introduction of artificial intelligence (AI) and its impact on the media space. The use of AI in content creation opens up wide opportunities for generating texts, images, video, and audio, which greatly complicates the process of identifying true information and countering manipulation. This problem is especially relevant in the context of the Russian-Ukrainian hybrid war, as the enemy is actively using disinformation, propaganda, and information and p

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Kumar, Deepak. "Impact of Infrastructure and Digital Literacy on Cloud-AI EdTech Adoption in Rural India." Edumania-An International Multidisciplinary Journal 3, no. 2 (2025): 258–68. https://doi.org/10.59231/edumania/9131.

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Rural India’s education sector faces a persistent digital divide: limited infrastructure and low digital literacy hamper the adoption of advanced teaching technologies. This paper examines how internet connectivity, devices, and teacher digital skills influence the use of cloud-based AI educational tools – specifically Learning Management Systems (LMS) and generative AI applications – among rural teachers. Drawing on official data (UDISE+, ASER, NSSO) and studies, we find stark gaps: for example, only ~41% of rural secondary schools had internet access in 2021–22, versus ~69% of urban schools.

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Al-Abdullatif, Ahlam Mohammed. "Auditing AI Literacy Competency in K–12 Education: The Role of Awareness, Ethics, Evaluation, and Use in Human–Machine Cooperation." Systems 13, no. 6 (2025): 490. https://doi.org/10.3390/systems13060490.

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The integration of artificial intelligence (AI) in education highlights the growing need for AI literacy among K–12 teachers, particularly to enable effective human–machine cooperation. This study investigates Saudi K–12 educators’ AI literacy competencies across four key dimensions: awareness, ethics, evaluation, and use. Using a survey of 426 teachers and analyzing the data through descriptive statistics and structural equation modeling (SEM), this study found high overall literacy levels, with ethics scoring the highest and use slightly lower, indicating a modest gap between knowledge and a

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Arunfred, N. "Teacher Readiness and Perceptions Towards AIbased Smart Teaching Tools." Journal of Ethics in Higher Education, no. 6.2 (July 22, 2025): 323–39. https://doi.org/10.26034/fr.jehe.2025.8432.

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AI-based smart teaching tools, like intelligent tutoring systems and chatbots, are transforming management education by enabling personalized learning and data-driven insights. However, successful adoption hinges on teachers' readiness, awareness, and acceptance, which can be limited by digital literacy, institutional support, and ethical concerns. This study examines management teachers' perceptions and readiness for AI tools, focusing on their awareness, adaptability, and perceived barriers, such as AI literacy and resistance to change. It also explores how AI impacts teaching effectiveness,

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Mo, Qianru, and Jiamin Yu. "AI-TPACK Theory Perspective: Development of a Model for Enhancing Teacher Trainees' Intelligent Education Literacy." Journal of Intelligence and Knowledge Engineering 2, no. 4 (2024): 54–63. https://doi.org/10.62517/jike.202404410.

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With the advancement of artificial intelligence (AI) technology, the integration of intelligent technologies into traditional education has emerged as a significant trend. However, the intelligent education literacy of teacher trainees who represent the core force in shaping future education still requires enhancement. Grounded in AI-TPACK theory, this study initially constructs a theoretical framework for teacher trainees' intelligent education literacy through an extensive literature review. This theoretical model encompasses three primary dimensions, eight secondary dimensions, and nineteen

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Kelley, Michelle, and Taylar Wenzel. "Advancing Artificial Intelligence Literacy in Teacher Education Through Professional Partnership Inquiry." Education Sciences 15, no. 6 (2025): 659. https://doi.org/10.3390/educsci15060659.

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Artificial Intelligence (AI) has increasingly been integrated into daily life, yet many individuals, including teacher candidates, remain unaware of its presence, despite the rise in Generative AI and its influence on personal and professional spaces. AI offers promising advancements in education by enhancing efficiency, streamlining administrative tasks, and personalizing learning experiences. Recognizing the need to address AI’s role within their instructional practice and teacher preparation program, the authors describe their AI journey, detailing a multi-phase approach to integrating AI i

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Alexandrowicz, Viviana. "Artificial Intelligence Integration in Teacher Education: Navigating Benefits, Challenges, and Transformative Pedagogy." Journal of Education and Learning 13, no. 6 (2024): 346. http://dx.doi.org/10.5539/jel.v13n6p346.

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This article explores the potential uses, benefits, and challenges of artificial intelligence (AI) tools for teacher educators and their teacher candidates. It begins with a brief introduction to the topic, followed by a discussion of existing literature concerning the impact of AI on K&ndash;12 education; the importance of preparing AI-literate teachers; and specific issues related to AI&rsquo;s use in teacher education, which includes studies on perceptions about AI utilization in education. The author also examines the challenges of AI implementation in the preparation of teachers;

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Abdullahi, Michael Eneye, Mercy Oziohu Abdulsalam, and V. Ojonugwa Abraham Ekele. "The Impact of Generative AI in Personalized Learning on Students Learning Outcomes; Teachers Perception of Impact of AI in The 21st Century." Babcock University Journal of Education 10, no. 2 (2025): 3–18. https://doi.org/10.5281/zenodo.15475561.

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<strong>Abstract</strong> This study explores the impact of generative AI integration in personalized learning on student learning outcomes, focusing on teachers' perceptions of AI’s role in 21st-century education. A purposive sampling technique was used to survey 250 teachers, who provided insights on how AI influences educational environments. The study employed a descriptive research design of survey type. Primary mode of data collection was adopted using a researcher-structured questionnaire as the research instrument, which was validated, and reliability testing yielded a coefficien

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Ewa, Moses Apie. "Artificial Intelligence (AI) Literacy, An Investment for Enhancing Educators’ Skills in AI Powered Primary Schools in Nigeria." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 1226–38. http://dx.doi.org/10.47772/ijriss.2024.804093.

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A descriptive survey was conducted to investigate whether an investment in artificial intelligence (AI) literacy predicts the enhancement of educators’ skills for them to be effective in an AI powered environment in state primary schools in Nigeria. Three research questions and null hypotheses were formulated at .05 level of significance for the study. 1000 teachers were recruited from across five schools located in five geopolitical zones of the country using cluster sampling. Artificial intelligence literacy and educators’ skills enhancement questionnaire (AILESEQ) was deployed to generate d

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Rahmayantis, Marista Dwi, Andri Pitoyo, Sujarwoko Sujarwoko, et al. "Pemanfaatan Artificial Intelligence dan Literasi Digital untuk Pembelajaran Menulis di Sekolah Dasar." Jurnal Pengabdian UNDIKMA 6, no. 1 (2025): 233. https://doi.org/10.33394/jpu.v6i1.14529.

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This community service programme aims to improve the writing skills of elementary school students through the integration of Artificial Intelligence (AI) and digital literacy. The method of implementing this activity uses training with the target, namely teachers at SDN Kampungdalem 1 Tulungagung, East Java. The evaluation instrument uses observation sheets and questionnaires which are then analyzed descriptively quantitatively and qualitatively. The results of this service showed that teacher competence and student writing skills improved through integrating AI and digital literacy in writing

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Buendgens-Kosten, Jules. "“Just a pocket knife, not a machete”: Large language models in TEFL teacher education & digital text sovereignty." Technology in Language Teaching & Learning 6, no. 1 (2024): 1–16. http://dx.doi.org/10.29140/tltl.v6n1.1192.

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This paper approaches AI in TEFL teacher education from a perspective of digital text sovereignty (digitale Textsouveränität). Digital sovereignty (digitale Souveränität) is a concept that goes beyond media literacy and data literacy as a set of skills, to include personal competences in a more Humboldtian vision of education. Digital text sovereignty focusses on all those aspects of digital sovereignty that apply to the reception and production of texts, from the ability to produce and consume digital texts to the development of a critically-reflexive attitude to these texts (Frederking, 2022

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Shen, Ye. "Study on Class Management Change and Teacher Orientation under the Vision of Artificial Intelligence." International Journal of Education and Humanities 13, no. 3 (2024): 221–26. http://dx.doi.org/10.54097/0mcjvw32.

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With the rise of artificial intelligence (AI), class management is experiencing unprecedented changes, but it is also facing certain risks and tests. It is of great practical significance to clarify the class management changes and teacher orientation under the vision of AI. Since the application of AI in the field of education, class management has realized the burden reduction and efficiency increase under the ability of technology, and has changed from the traditional mode of standardization, one-sided and unitization to a personalized, systematic and diversified intelligent mode, which pro

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Saddam Hussein, Safina, Dr. Saiqa Saddiqa Qureshi, and Syed Kinza ul Emman. "Analyzing How AI Can Both Exacerbate and Help Overcome Digital Inequalities in Education, Especially in Underserved Regions." Critical Review of Social Sciences Studies 3, no. 2 (2025): 143–57. https://doi.org/10.59075/4964v051.

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This study examines the effects of AI-based learning aids on students' learning achievements, the association between the access to AI and digital disparities, and the efficacy of AI-based interventions in enhancing students' and teachers' digital literacy in deprived areas. Statistical comparisons based on data from 225 participants indicated no substantial effects of AI-based tools on learning achievements, as the association was very poor (R² = 0.002, p = 0.458). Likewise, the relationship between AI accessibility and digital inequalities was weak and not statistically significant (-0.019,

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MacDowell, Paula, Kristin Moskalyk, Katrina Korchinski, and Dirk Morrison. "Preparing Educators to Teach and Create With Generative Artificial Intelligence." Canadian Journal of Learning and Technology 50, no. 4 (2024): 1–23. http://dx.doi.org/10.21432/cjlt28606.

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Teachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and responsibly. This article provides an illustrative case of preparing preservice and in-service teachers with the knowledge, skills, and mindsets to teach and create with GAI. Using a self-study method to investigate professional practices, we analyze

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Dharma, Buyung Adi, Andi Basuki, Madziatul Churiyah, and Dewi Ayu Sakdiyyah. "Implementasi AI “Typing Speed Test” untuk membantu guru meningkatkan kemampuan mengetik siswa manajemen perkantoran." Penamas: Journal of Community Service 4, no. 2 (2024): 363–72. https://doi.org/10.53088/penamas.v4i2.1173.

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This service aims to improve digital teacher literacy through intensive training so that they can effectively implement the "Typing Speed Test" application in learning. This service activity was carried out using the Participatory Action Research (PAR) approach. The results of the service showed a significant increase in digital teacher literacy and students' typing skills. Teachers involved in the training were able to master and utilize the "Typing Speed Test" application well in the learning process. In addition, students who took part in this application-based learning showed a real increa

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Gee, James Paul, and Qing Archer Zhang. "Cybersapien literacy: Integrating AI and human." Phi Delta Kappan 106, no. 3 (2024): 32–38. http://dx.doi.org/10.1177/00317217241295428.

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The landscape of writing is evolving in the era of generative AI. James Paul Gee introduces the concept of “cybersapien writing literacy,” which emphasizes a synergistic partnership between humans and AI. He outlines four essential types of writing and discusses their potential benefits for personal growth, critical thinking, and societal engagement. Integrative writing combines these writing types to foster what Gee calls “expansive cognition.” This vision of writing already exists in out-of-school learning environments like affinity spaces, but schools face challenges when implementing simil

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Shezad, Fahim, Rajesh Goswami, Anna Shaheen, and Imran Khan. "AI in Teacher Training and Professional Development: A Tool for Continuous Learning and Skill Enhancement." Review of Education, Administration & Law 8, no. 1 (2025): 179–91. https://doi.org/10.47067/real.v8i1.416.

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This study examines the effectiveness of artificial intelligence in teacher professional development and training, with specific emphasis on how it influences individualized learning, continuous skill improvement, and ethics. A quantitative approach was utilized to collect information from 244 Pakistani university teachers through a standardized questionnaire. The correlation test (r = 0.336, p < 0.01) indicated a positive moderate relationship between AI-based learning tools and teacher training success, which implies that teachers find AI to be useful. Regression analysis (R² = 0.006, p =

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Ismail, Akilu, Abdulrahaman Aliu, Mansur Ibrahim, and Abubakar Sulaiman. "Preparing Teachers of the Future in the Era of Artificial Intelligence." Journal of Artificial Intelligence, Machine Learning and Neural Network, no. 44 (June 5, 2024): 31–41. http://dx.doi.org/10.55529/jaimlnn.44.31.41.

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Artificial Intelligence (AI) is designed to create intelligent systems capable of performing tasks traditionally dependent on human intellect. Its integration into the field of education presents both opportunities and challenges as it is quickly expanding. Preparing teachers for this rapidly advancing technological shift is essential for success, as education itself is not static. This position paper adopts the methodology of synthesizing existing literature on innovative strategies for integrating AI into the preparation of Teachers of the Future. The concept of Teachers of the Future was in

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Zheng, Shengsheng. "A Study on Digital Literacy of Chinese Secondary School Teachers in the Era of Artificial Intelligence." International Journal of Education and Social Development 2, no. 1 (2025): 48–51. https://doi.org/10.54097/tdy31h37.

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The purpose of this paper is to provide a comprehensive overview of the current state of research on digital literacy among Chinese secondary school teachers in the age of artificial intelligence, and to explore its application and impact in teaching practice. First, this paper analyzes the evolution of digital literacy, especially in response to the challenges of artificial intelligence, and proposes the competency needs of teachers in information technology, data management, and algorithmic awareness. Second, the paper summarizes the understanding and practice of teachers' digital literacy i

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Ali, Safinah, Vishesh Kumar, and Cynthia Breazeal. "AI Audit: A Card Game to Reflect on Everyday AI Systems." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 13 (2023): 15981–89. http://dx.doi.org/10.1609/aaai.v37i13.26897.

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An essential element of K-12 AI literacy is educating learners about the ethical and societal implications of AI systems. Previous work in AI ethics literacy have developed curriculum and classroom activities that engage learners in reflecting on the ethical implications of AI systems and developing responsible AI. There is little work in using game-based learning methods in AI literacy. Games are known to be compelling media to teach children about complex STEM concepts. In this work, we developed a competitive card game for middle and high school students called “AI Audit” where they play as

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Song, Jinju, and Chaeeun Kim. "A Case Study on a Digital Beacon School for the Introduction of AI Digital Textbooks: Focused on a Specialized Vocational High School in Seoul." Korean Educational Research Association 63, no. 4 (2025): 31–64. https://doi.org/10.30916/kera.63.4.31.

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This study explored the positive changes, challenges, and learning effects experienced by teachers and students after the implementation of the Digital Beacon School policy, along with their expectations and concerns regarding AI Digital Textbooks (AIDT) based on AI courseware use. A case study was conducted through interviews with four teachers and three students at K High School, a specialized vocational high school in Seoul, and a review of relevant literature. The school pursued its goal of ‘fostering digitally competent human resources’ through AI-based teaching, instructional innovation,

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Karataş, Fatih, and Erkan Yüce. "AI and the Future of Teaching: Preservice Teachers’ Reflections on the Use of Artificial Intelligence in Open and Distributed Learning." International Review of Research in Open and Distributed Learning 25, no. 3 (2024): 304–25. http://dx.doi.org/10.19173/irrodl.v25i3.7785.

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The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective co

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Liu, Jiaqi, and Ling Peng. "The Change and Challenge of Teacher-Student Relationship in the Era of Artificial Intelligence: Teaching Interaction and Emotional Connection." Journal of Contemporary Educational Research 9, no. 6 (2025): 87–93. https://doi.org/10.26689/jcer.v9i6.10896.

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With the rapid development of artificial intelligence (AI) technology, its application in higher education has gradually shifted from traditional teaching aids to deeper levels of interactive learning and emotional connection support. AI can enhance teaching efficiency, personalized learning, and real-time feedback; however, in areas such as emotional communication and teacher-student interaction, AI still cannot fully replace the role of teachers. This study aims to explore the transformation of teacher-student relationships in the era of AI, analyze the impact of AI technology on teaching in

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Bosch, Christina A., Mary Cate Gustafson-Quiett, Samar Abu Hegly, et al. "Advancing Research on Equitable AI Education Through a Focus on Implementation: Insights from a Middle School Computer Vision Module Beta-Test." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 28 (2025): 29120–27. https://doi.org/10.1609/aaai.v39i28.35184.

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Part of a university initiative supporting responsible AI for social empowerment and education, the project-based RAICA (Responsible AI for Computational Action) curriculum supports middle/high school learners and novice AI literacy teachers use AI creatively for good. This paper offers a rare example of design-based implementation research (DBIR) in AI education across widely varied contexts, provides fine grain implementation data that contributes to a foundation for evaluating effectiveness and expanding access. We present a novel approach to analyzing fidelity of implementation data from R

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Falebita, Oluwanife. "Evaluating Artificial Intelligence Anxiety Among Pre-Service Teachers in University Teacher Education Programs." Journal of Mathematics Instruction, Social Research and Opinion 4, no. 1 (2024): 1–18. https://doi.org/10.58421/misro.v4i1.309.

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Adopting artificial intelligence (AI) in education for various purposes has become prominent and has raised many user concerns. The concerns, apprehension, or fear that comes with the use of AI are referred to as Artificial Intelligence Anxiety (AI anxiety). Undergraduates are the most frequent users of AI in higher education. This study assessed AI anxiety among pre-service teachers. A survey conducted online was used for data collection. A sample of 1067 pre-service teachers in mathematics, science, and technology teacher education programs were purposefully selected for the study. A questio

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Pernaa, Johannes, Topias Ikävalko, Aleksi Takala, Emmi Vuorio, Reija Pesonen, and Outi Haatainen. "Artificial Intelligence Chatbots in Chemical Information Seeking: Narrative Educational Insights via a SWOT Analysis." Informatics 11, no. 2 (2024): 20. http://dx.doi.org/10.3390/informatics11020020.

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Artificial intelligence (AI) chatbots are next-word predictors built on large language models (LLMs). There is great interest within the educational field for this new technology because AI chatbots can be used to generate information. In this theoretical article, we provide educational insights into the possibilities and challenges of using AI chatbots. These insights were produced by designing chemical information-seeking activities for chemistry teacher education which were analyzed via the SWOT approach. The analysis revealed several internal and external possibilities and challenges. The

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