Findings suggest that ai -integrated instruction holds potential for enhancing teachers’ ai-tpack competencies and students’ students’ students’ literacy in K-12 education.
Abstract
This study aims to investigate how an instructional approach that integrates artificial intelligence and digital tools, grounded in the pedagogical characteristics of technology-enhanced instruction shaped by technological advancements, affects teachers’
ai-tpack
competencies and students’
ai
literacy. The study involved 21 teachers and 344 seventh-grade students and was conducted over the course of one semester. Teachers participated in a professional development (
pd
) program and individualized coaching sessions designed to support the meaningful integration of
ai
and digital technologies into classroom practice.
ai
-integrated lessons were implemented across multiple subject areas, and data were collected through surveys, interviews, classroom observations, and lesson plan analyses. Although no statistically significant differences were found for teachers, positive trends were observed across all knowledge domains (
tk
,
tpk
,
tck
, and
tpack
). Furthermore, classroom observations and lesson plan analyses revealed how teachers applied
tpack
knowledge in their instructional practices. For students, pre- and post-survey results (
n
= 148) indicated a significant improvement in overall
ai
literacy (p < .05), with particularly notable gains in the domain of practical use. Taken together, these findings suggest that
ai
-integrated instruction holds potential for enhancing teachers’
ai-tpack
competencies and students’
ai
literacy. The study underscores the importance of sustained professional development and authentically designed learning experiences to support effective
ai
integration in K-12 education.
Examination of preservice teachers’ perceptions of AI and the competencies they considered necessary for effective AI integration highlighted the importance of preparing preservice teachers to integrate AI in pedagogically meaningful and ethically responsible ways.
Aslihan Unal, John Hobe· Education sciences· 0 citations
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.
Şahin Danişman· E-Learning and Digital Media· 0 citations
This study aims to describe teachers’ strategies for implementing integrated learning in first grade at SD N 2 Tlogotirto. The study employed a descriptive qualitative approach using interview and observation data as the primary source. The data were collected through teacher interviews, classroom observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that integrated learning is understood by the teacher as “pendekatan yg menggabungkan berbagai mata pelajaran ke dalam satu tema sentral.” The teacher’s strategies include mapping basic competencies or indicators, selecting relevant themes, preparing lesson plans or teaching modules, applying student-centered learning, using play-based learning, employing flexible instructional media, and conducting authentic assessment. The teacher also used visual, audio, concrete, technology-based media, and student worksheets to support students’ understanding. The main challenges included students’ limited attention span, difficulty in connecting several subjects into one theme, limited time, curriculum load, and the complexity of planning. The study concludes that integrated learning in first grade can be implemented effectively when the teacher creates active, interactive, meaningful, and enjoyable learning activities
Despite Rwanda’s adoption of the Competency-Based Curriculum (CBC) to promote learner-centered, skills-oriented education, evidence suggests a persistent gap between curriculum intentions and classroom practices. This study examines teachers’ perceptions and instructional practices in implementing the CBC, with a focus on the alignment between curriculum intentions, instructional planning, and classroom practices. The study employed a sequential explanatory research design. Quantitative data were collected through structured questionnaires administered to teachers, while qualitative data were generated from semi-structured interviews, classroom observations, and document analysis of lesson plans and schemes of work. Quantitative findings indicate that teachers hold generally positive perceptions of the CBC (M = 3.87, SD = 0.64), particularly regarding its relevance to real-life skills and learner engagement. However, the level of classroom implementation was moderate (M = 3.12, SD = 0.71), revealing a gap between beliefs and practice. Regression analysis indicated that teachers' perceptions were a statistically significant predictor of instructional practices (β = 0.48, p < .01), explaining variation in instructional practices without implying causality. Qualitative results corroborate these findings, revealing conceptual ambiguity in translating competencies into instructional activities, weak alignment between objectives, teaching strategies, and assessment, and a predominance of surface-level learner-centered practices. Additionally, contextual constraints such as inadequate professional development, limited instructional resources, and large class sizes were found to hinder effective implementation. The study concludes that while teachers demonstrate strong conceptual support for CBC, its implementation remains constrained by cognitive, pedagogical, and systemic factors. It underscores the need for sustained professional development, improved resource provision, and stronger alignment between curriculum design and classroom realities to achieve meaningful educational reform.
Epimaque Mutabera Nziza· Journal of Classroom Practic...· 0 citations
This qualitative phenomenological study examined teachers’ lived experiences of integrating technology into classroom instruction. It explored their perceptions of technology use, the challenges they encountered, the adaptive strategies they employed, and the meanings they ascribed to technology integration in instructional practice. Data were collected through in-depth semi-structured interviews with selected teachers and analyzed using thematic analysis. Findings revealed that technology integration is a context-dependent and pedagogically mediated practice shaped by structural constraints and teacher agency. Participants reported persistent challenges related to unstable internet connectivity, limited access to devices, and inadequate technological resources, which constrained the effective use of digital tools in classroom instruction. Despite these limitations, teachers demonstrated adaptability by employing alternative strategies such as offline resources, scaffolded instruction, peer collaboration, and flexible lesson planning to sustain student engagement and learning continuity. Technology was perceived as beneficial in organizing instruction, clarifying concepts, and increasing learner participation when purposefully aligned with instructional objectives. The findings further underscored the role of reflective practice in enabling teachers to evaluate and refine their technology integration strategies. Participants also emphasized the need for sustained professional development to strengthen their technological and pedagogical competencies. Effective technology integration emerged not as the simple adoption of digital tools but as a deliberate, context-sensitive process of aligning technology with pedagogical goals, learner needs, and classroom realities. In response, the study proposes a context-based Technology Integration Enhancement Program to support teachers through capacity-building, collaborative learning, and reflective professional development. The study contributes to the literature on technology integration in resource-constrained educational settings and offers practical insights for strengthening teacher support and instructional practice.
Dawn Yvonne Allonar, Rizaldy Medina· The International Review of...· 0 citations
Pedagogical content knowledge (PCK) is a key determinant of instructional effectiveness in early mathematics education, particularly in geographically isolated and resource-constrained contexts. This study examined the PCK and instructional challenges of Key Stage 1 mathematics teachers in Zone 2, Division of Catanduanes, Philippines, during the School Year 2025–2026. It specifically assessed teachers’ content knowledge, pedagogical knowledge, and assessment literacy; identified instructional challenges; analyzed differences based on demographic and professional variables; and developed an evidence-based instructional enhancement plan. A quantitative descriptive–comparative research design was employed, involving 105 teachers selected through stratified random sampling from a population of 142. Data were collected using a validated researcher-developed questionnaire (Cronbach’s alpha = 0.975) and analyzed using frequency, percentage, weighted mean, t-test, and ANOVA. Findings revealed that respondents were generally experienced and professionally engaged in advanced studies and training. Teachers demonstrated a very high level of PCK across content, pedagogy, and assessment domains, indicating strong instructional competence. However, instructional challenges persisted, particularly in content delivery, alongside pedagogical and assessment-related difficulties. Significant differences were observed when grouped by age, educational attainment, teaching experience, and professional development participation, indicating that teacher characteristics influence both competence and instructional challenges. Despite strong pedagogical competence, contextual and instructional barriers continue to affect effective teaching in isolated settings. An evidence-based enhancement plan was developed, emphasizing content mastery, learner-centered pedagogy, assessment literacy, mentoring, and collaborative professional learning. The study contributes localized evidence and offers practical implications for improving mathematics instruction and learner outcomes in underserved educational contexts.
