Different disciplinary differences emerged: students in language-focused disciplines exhibited cautious attitudes regarding AI’s influence on authorship and creativity, whereas those in technical sciences generally regarded AI as a neutral assistant with minimal concern for ethical or cognitive implications.
The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving, and despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes.
M. Doğan, B. Kashkhynbay, Zhaniyat Baltabayeva· European Journal of Educatio...· 0 citations
This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts, and underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Ramazan Yetkin, Zekiye Özer-Altınkaya· Kuramsal Eğitimbilim· 0 citations
This article presents the findings of an applied study on the implementation of the “Dynamic Scaffolding” methodology, which integrates adaptive Artificial Intelligence (AI) tools into the teaching of academic writing in English for non-linguistic majors in Kazakhstan. The research addresses the challenge of significant heterogeneity in student language proficiency within a single classroom, a key issue in the context of the digital transformation of national education. A pilot study involving 55 students from META University was conducted, utilizing a diagnostic survey to assess student perceptions of AI tool usage across various aspects of writing: vocabulary, essay structure, grammar, and critical thinking. Results demonstrate the high perceived efficacy of AI as a tool for supporting structural, grammatical, and motivational aspects of learning, while simultaneously revealing its perceived limitations in developing higher-order cognitive skills as deep idea integration and critical thinking. The article proposes a structured pedagogical model for the conscious integration of AI, positioning it as a “digital scaffold” to personalize learning and free up instructor time for the development of complex analytical competencies.
Sh. Torgayeva, A. Nasirov, A. Rakhimbayeva· Bulletin· 0 citations
The widespread use of Generative Artificial Intelligence tools among students across different educational levels is reshaping students’ attitude and education experience. They use it in various fields, including idea generation, writing assistance, and content creation. This study investigates the impact of the Modern Digital Skills course offered by the University of Jordan on students' digital literacy in Generative Artificial Intelligence. The study will employ a quantitative approach by conducting pre- and post-course surveys to measure changes in students' knowledge, skills, and attitudes across approximately 1,000 undergraduates from different majors at the university. Key variables include students' understanding of Generative Artificial Intelligence, their confidence in using Generative Artificial Intelligence tools, and their ability to critically evaluate AI-generated content and its ethical implications. The findings will determine whether the course significantly enhances students' knowledge, proficiency, critical thinking, and ethical awareness, while also exploring challenges and opportunities in integrating such a course into the academic curriculum. Ultimately, this study aims to provide insights for curriculum committees and decision-makers at universities in Jordan and the Middle East, emphasizing the importance of designing educational programs that foster essential Artificial Intelligence competencies and prepare students for a professional landscape increasingly shaped by Artificial Intelligence technologies.
Esra Alzaghoul, A. Assaf, Tahani Al-Khatib et al.· International Journal of Mod...· 0 citations
This mixed-methods study examines English as a Foreign Language (EFL) teachers’ perceptions of AI tools, focusing on usage practices, perceived opportunities, challenges, and professional development needs, and highlights a dual identity in teacher discourse.
Memidin Braha, Rezarta Ramadani· Open Research Europe· 0 citations
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
