Understanding Students’ Experiences of Pedagogical Misattribution: A Qualitative Study on Teacher Suspicion of AI-Generated Work Among Senior High School Students

Exploring English Teachers' Experiences in Fostering Academic Integrity in Writing Proficiency in the Context of Artificial Intelligence: A Multiple Case Study

S sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation, and the study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation.

Constructing Learner Identity in the Age of Artificial Intelligence: A Phenomenological Study of University Students' Experiences in AI-Mediated Learning

English students’ narratives of AI integration in learning: Cognitive benefits, ethical challenges, and impact on student autonomy

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.

The Pedagogical Influencers: A Phenomenological Study on the Impact of Teachers’ Social Media Content on Students’ Perspectives and Behaviors

This study explored the lived experiences of junior high school students regarding the impact of teachers' social media content on their perspectives and behavior. Specifically, it examined how students experienced and interpreted teachers' social media posts, the influence of such content on their interest in learning, academic engagement, study habits, and behavior, the positive effects and challenges associated with teachers' online presence, students' perceptions of teachers as educators and educational influencers, and their suggestions for the responsible use of social media in education. The study employed a qualitative psychological phenomenological research design using semi-structured interviews with eight purposively selected Junior High School students in one of the School in the Division of Negros Occidental, consisting of two Grade 7, two Grade 8, two Grade 9, and two Grade 10 students. Data were analyzed through thematic analysis to identify significant patterns and meanings from the participants’ lived experiences. The findings revealed that teachers' social media presence generally produced positive educational outcomes by strengthening teacher-student relationships, increasing students' motivation, improving academic engagement, promoting positive study habits, and extending learning beyond the classroom. However, the participants also emphasized the importance of maintaining professionalism, ethical boundaries, privacy, and responsible online behavior to preserve teachers' credibility as role models. The study concluded that teachers' responsible and purposeful use of social media complemented classroom instruction and positively influenced students' perspectives and educational experiences. The findings contributed to a deeper understanding of the educational implications of teachers' digital presence and provided insights that may guide schools and educators in promoting responsible and meaningful social media engagement.

Generative AI supported practicum experiences contribute to the pedagogical reasoning and professional identity development of preservice mathematics teachers

This study explores how pre-service mathematics teachers experience AI-supported teaching during their practicum and how they make sense of the perceived influence of these experiences on pedagogical decision-making, classroom management, reflective awareness, and professional identity development. Conducted within a qualitative research framework, the study draws on data collected from 21 pre-service teachers through weekly reflective journals, AI-integrated lesson plans, and semi-structured interviews over an 8-week practicum period. Thematic analysis revealed four core themes: (1) Establishing effective classroom interaction, (2) Designing pedagogy for diverse student needs, (3) Developing reflective and metacognitive decision-making skills, and (4) Professional identity formation, sense of belonging, and self-worth. Findings indicate that GenAI tools supported teacher candidates in recognizing students’ academic and emotional needs, justifying their instructional strategies, and transforming their relational practices in the classroom. The study suggests that AI-supported practicum experiences can contribute not only to instructional planning but also to the development of reflective, responsive, and professionally aware mathematics teacher candidates.

Teachers’ Interpretations of Learning Engagement in the Artificial Intelligence Era: A Qualitative Model

The objective of this study was to explore how teachers interpret learning engagement in AI-mediated classrooms and develop a qualitative model based on their lived professional experiences. This qualitative study used a phenomenological–interpretive design to explore teachers’ conceptualizations of engagement in the context of artificial intelligence. Data were collected through semi-structured, in-depth interviews with 24 teachers from Tehran selected via purposive sampling to ensure variation in teaching level, experience, and familiarity with AI-supported tools. Interviews lasted 45–75 minutes, were audio-recorded, transcribed verbatim, and analyzed using thematic analysis supported by NVivo software. Coding proceeded through open, axial, and selective stages, and theoretical saturation was achieved after 24 interviews. Trustworthiness was ensured through peer debriefing, constant comparison, and analytic memoing. Analysis yielded four overarching themes: (1) redefinition of learning engagement, (2) AI as a catalyst for instructional transformation, (3) challenges and tensions in AI-supported engagement, and (4) shifts in teacher professional identity. Teachers reported that AI reshapes cognitive, emotional, and behavioral facets of engagement through adaptive feedback, analytics, and interactive tools. AI-personalized pathways strengthened perceived cognitive engagement, while real-time data influenced how teachers inferred students’ attention and persistence. However, concerns emerged regarding algorithmic accuracy, over-reliance on automation, and pedagogical misalignment. Teachers also described evolving roles as facilitators of human–AI interaction, interpreting engagement through both professional judgment and AI signals. These inferential results indicate that teacher interpretations are hybrid, negotiated, and context-dependent. Teachers in AI-enhanced classrooms reconceptualize learning engagement as a multidimensional and technology-mediated construct shaped by analytics, emotional responses, behavioral cues, and evolving professional identities. The resulting qualitative model underscores the need for AI literacy, critical interpretation of automated insights, and balanced integration of human expertise and intelligent systems.