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Temas: inteligencia artificial

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The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of...

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Temas: inteligencia artificial

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This study investigates how teachers perceive and understand ethical issues arising from the use of artificial intelligence (AI) in education, and identifies the factors influencing their ethical awareness. Grounded in the Social Intuitionist Model (SIM), which emphasizes intuitive and emotionally driven moral judgments, the research explores teachers’ ethical perceptions as shaped by classroom experiences (micro/meso contexts) and broader social, cultural, and institutional influences (macro contexts) surrounding AI integration. Using a case study approach, data were collected through semi-structured interviews with 26 teachers from primary and secondary schools, selected for their...

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Temas: inteligencia artificial

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Generative AI (GenAI) has brought opportunities and challenges for higher education as it integrates into teaching and learning environments. As instructors navigate this new landscape, understanding their engagement with and attitudes toward GenAI is crucial. We surveyed 178 instructors from a single U.S. university to examine their current practices, perceptions, trust, and distrust of GenAI in higher education in March 2024. While most surveyed instructors reported moderate to high familiarity with GenAI-related concepts, their actual use of GenAI tools for direct instructional tasks remained limited. Our quantitative results show that trust and distrust in GenAI are related yet distinct...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates university teachers’ relationships with emerging technologies by focusing on the uptake of artificial intelligence in higher education practices. We utilise an experimental philosophy approach to i) determine university teachers’ intuitions around universities’ responsibilities to adopt new artificial intelligence technologies, ii) understand the conditions under which university teachers consider artificial intelligence defensible and, hence, would be willing to introduce such tools and services into their daily practice and iii) specify teachers’ self-reported knowledge of artificial intelligence. An online survey, where participants were sent one of three...

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Temas: inteligencia artificial

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Artificial Intelligence (AI) is reshaping language education, making AI literacy crucial for teachers to engage critically and effectively with this technology. Nonetheless, most existing assessments target students or general users, leaving a gap in measuring AI literacy within language teacher education. This study sought to develop and validate the Teachers’ AI Literacy Scale (TAILS), grounded in the ED-AI literacy framework, which comprises six dimensions: knowledge, evaluation, collaboration, contextualization, autonomy, and ethics. The scale was tested with preservice English language teachers through two phases: exploratory factor analysis (EFA) with 165 participants and confirmatory...

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Temas: inteligencia artificial

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This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and...

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Temas: inteligencia artificial

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In recent months, Artificial Intelligence (AI) has had, and will continue to have, a dramatic impact on Higher Education (HE). A study conducted by researchers at a leading university in Australia surveyed 30 of their teaching staff, drawn predominantly from their teaching academy, and interviewed eight of them regarding the impact of AI on HE. Data were analyzed using the procedures of Inductive Thematic Analysis and revealed a lack of any homogenous sentiment around AI in HE and much ambiguity regarding best practice regarding recent technological developments. The results indicate concerns exist around concepts relating to academic integrity, however, these concerns may be exaggerated....

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Temas: inteligencia artificial

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Although computerized expert models (i.e., algorithms) could improve educational decisions and judgments, initial research has demonstrated that teachers, like other professional groups, tend to be “algorithm averse.” In the current study, we use behavioral and questionnaire data to examine the extent to which in-service and pre-service (i.e., students in training to become) teachers accept advice from expert models and investigate how teachers' acceptance of expert models could be improved. Although it is often presumed that younger generations are less algorithm averse, we demonstrate that both in-service and pre-service teachers prefer advice from a human source (school counselor) than...

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Temas: inteligencia artificial

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In the current context of China's higher education, work stress is a frequent challenge for young university teachers, often co-occurring with job burnout. This is a significant issue that is associated with both their teaching effectiveness and their career development. The purpose of this study is to explore the mediating roles of AI literacy and psychological resilience in the relationship between work stress and job burnout among young university teachers, as well as how AI literacy moderates the associations among work stress, psychological resilience, and job burnout of these young teachers. A nationwide survey was conducted, involving 411 university teachers. The main findings are as...

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Despite the growing body of research on developing K-12 teachers' generative AI (GenAI) knowledge and skills, its integration into daily teaching practices remains underexplored. Using a snowball sampling method, this study examined the preparedness, practices, and barriers encountered by 89 U.S. teachers in the state of Idaho. Participants were predominantly White, female teachers serving in rural schools. A mixed-methods analysis of survey responses revealed that teachers were generally underprepared for integrating GenAI, with fewer than half incorporating it into their educational practices. Unlike the widespread classroom integration patterns observed with general educational...

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