Aug 2026· Frontiers in Education· Vol 11· 0 citations· 24 references
TL;DR
A gap between faculty members' established pedagogical strengths and their confidence in integrating GenAI into teaching and learning is suggested, and targeted, discipline-specific professional development programs may help bridge this gap and support faculty in designing GenAI-enhanced instruction that promotes 21st-century skills.
Abstract
This study examines faculty self-perceived knowledge for generative AI (GenAI) integration in higher education using the TPACK-21 framework.
A survey was administered to 127 faculty members at a large Southern U.S. university. Self-perceived knowledge was assessed across seven TPACK domains, and relationships were analyzed by gender, age, and appointment type. Descriptive statistics, one-way analyses of variance, and Pearson correlation coefficients were used to examine perceived knowledge across the seven domains and the relationships among them.
Faculty reported high self-perceived knowledge in traditional domains, including pedagogical knowledge, content knowledge, and pedagogical content knowledge. In contrast, lower self-perceived knowledge was observed in technology-integrated domains, including technological pedagogical knowledge, technological content knowledge, and overall TPACK. Statistically significant gender differences were found in the technological knowledge and technological pedagogical knowledge domains, with male faculty reporting modestly higher self-perceived knowledge; however, the effect sizes were small. No other significant differences were identified across demographic variables. Correlation analyses showed that technological knowledge of GenAI was strongly associated with self-perceived knowledge in technology-integrated domains.
The findings suggest a gap between faculty members' established pedagogical strengths and their confidence in integrating GenAI into teaching and learning. Targeted, discipline-specific professional development programs may help bridge this gap and support faculty in designing GenAI-enhanced instruction that promotes 21st-century skills.
The study found that AI-focused professional development significantly enhanced faculty knowledge and comfort with AI integration among the 100 faculty members who participated in the study, and revealed a critical gap in ethical AI knowledge.
Jaime Januse, S. Jindal, Stephen Gregoire· AI-Enhanced Learning· 0 citations
While self-determination skills may serve as a predictor of success in higher education, limited research exists on faculty attitudes toward teaching these skills to students with and without disabilities. Therefore, the purpose of this study was to examine faculty’s knowledge of self-determination and perception of teaching self-determination skills to all college students. The data were analyzed using descriptive statistics and multivariate analysis of variance. Findings indicated that while the majority of participants were familiar with the term “self-determination,” and recognized its instructional value, their responses varied on their likelihood to teach skills. On average, faculty reported being somewhat likely to teach individual components of self-determination skills. The most commonly used strategy to teach self-determination skills included infusing self-determination in instructional activities and using structured assignments. The type of teaching method used differed by sex/gender, race/ethnicity, age, academic rank, academic department, class size, and years of experience. Recommendations and implications for practice and research are discussed.
Jacqueline Lubin· International Journal of Tea...· 0 citations
This research investigates the relationship between primary school teachers' self-efficacy in integrating information technologies into education and their technological pedagogical content knowledge proficiency levels. Data were gathered from 703 primary school teachers using a Personal Information Form, the Self-Efficacy Scale for Information Technologies in Education, and the TPACK Scale for Primary School Teachers. Analysis involved nonparametric tests alongside descriptive statistics and Spearman's correlation coefficient. Findings reveal that teachers demonstrate generally favorable self-efficacy in employing information technologies; however, their TPACK proficiency is notably elevated in technological pedagogical knowledge but relatively subdued in pedagogical content knowledge. Moreover, a statistically significant positive correlation emerged between their information technology self-efficacy and overall TPACK levels. The study proposes implications for educational policymaking and professional development programs to bolster teachers' technological integration competencies.
Rukiye Gözel, S. Çiftçi· Eğitim kuram ve uygulama ara...· 0 citations
Teacher self-efficacy is essential for effective English as a Foreign Language (EFL) teaching, particularly in Kazakhstan's multilingual educational environment. This study examined the relationships between pedagogical knowledge base, teacher resilience, creativity-fostering teaching behavior, and teacher self-efficacy using an explanatory sequential mixed-methods design. Quantitative data were collected from 86 Kazakhstani EFL teachers through standardized questionnaires, and Pearson correlation and multiple regression analyses were performed. Qualitative interviews with 10 teachers were subsequently conducted to explain the quantitative findings. The results revealed significant positive relationships between teacher self-efficacy and pedagogical knowledge base, resilience, and creativity-fostering teaching behavior. Classroom management, subject matter knowledge, equity and diversity awareness, professional commitment, response to contextual challenges, self-belief, integration, and frustration management were identified as significant predictors, whereas assessment literacy showed a negative predictive effect. The qualitative findings demonstrated that highly self-efficacious teachers employed differentiated instruction, peer collaboration, flexible lesson adaptation, scaffolding, and reflective practice to address classroom challenges. These findings indicate that pedagogical knowledge, resilience, and creativity-fostering instructional practices jointly contribute to strengthening teacher self-efficacy and provide practical guidance for designing professional development programs for EFL teachers in multilingual educational settings.
Kuralay Kenzhekanova, D. Kapanova, Karlygash Dyussupbayeva et al.· Frontiers in Education· 0 citations
This study assessed teachers’ self-reported 21st-century skills, perceived digital competence, and digital self-efficacy and examined selected relationships among these variables in public elementary schools in the Tagoloan East and West Districts during School Year 2025–2026. Specifically, it examined the relationship between learning skills and digital competence and the relationship between literacy skills and digital self-efficacy. A quantitative descriptive-correlational design was employed involving 180 public elementary school teachers included through total enumeration. Data were collected using a 170-item researcher-modified questionnaire and analyzed using mean, standard deviation, and Pearson’s product-moment correlation coefficient. The teachers reported very high levels of 21st-century skills and digital self-efficacy and perceived themselves as very competent in using digital technologies. Learning skills had strong to very strong positive relationships with the domains of perceived digital competence, with coefficients ranging from r=.71 to r=.99, all p<.001. Literacy skills also had strong to very strong positive relationships with the domains of digital self-efficacy, with coefficients ranging from r=.71 to r=.88, all p<.001. These findings indicate that higher self-reported learning skills were associated with higher perceived digital competence, while higher literacy skills were associated with higher digital self-efficacy. However, the findings should be interpreted cautiously because all variables were measured simultaneously through the same self-report instrument, which may have inflated the observed relationships. The results indicate statistical associations and do not establish causal relationships or demonstrate digital proficiency.
Devon Glenn Justol, Gina F. Labitad· Journal of Interdisciplinary...· 0 citations
The research presented provides a comprehensive look into how faculty beliefs and perceived self-efficacy affect the implementation of Differentiated Instruction (DI). This descriptive-correlational study focused on a sample of 135 elementary school teachers within the Jolo I District. Looking closely at the participant demographics, the respondent pool consists primarily of young individuals, with 59.3% falling between the ages of 20 and 35. Additionally, the group is overwhelmingly female at 83.7%, and a significant portion consists of early-career professionals, with 44.4% having one to five years of teaching service. According to the data, the findings show that these educators maintain highly positive beliefs regarding DI, yielding a mean score of 3.43, alongside a high level of perceived self-efficacy, which scored a mean of 3.40. In practice, while teachers consistently succeeded in creating a supportive and inclusive learning environment—marked as "Always" implemented—the technical execution of diverse performance tasks and offering varied assignment choices achieved a lower rating of "Mostly Implemented." The regression analysis highlights that both internal variables significantly impact the overall extent of DI execution. Crucially, self-efficacy proved to be a much stronger predictor, explaining 64% of the variance, whereas faculty beliefs explained only 39% of the variance. This pattern remained largely stable across most demographic lines, except for a tiny segment of Doctorate degree holders where the relationship was statistically non-significant. Ultimately, the study concludes that while teachers possess the necessary psychological readiness for inclusive schooling, professional development efforts must target concrete technical confidence to bridge the gap between beliefs and practical execution.
Alvarez Umaron· The International Review of...· 0 citations
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