2026· Research in Pedagogy· 0 citations· 9 references
TL;DR
The findings indicate that the selected AI tools were generally beneficial for structured language practice, but insufficient on their own for integrative ESP learning, and underscore the importance of critical thinking, transparency, trust and ethical awareness in AI-enhanced language teaching and education.
Abstract
This study addresses the following research question: How do students of applied and dramatic arts perceive the use of artificial intelligence (AI) tools in English for Specific Purposes courses, education and artistic practice? Drawing on theoretical discussions of criticial thinking, pedagogical innovation, creativity and ethical AI integration in education, it examines the pedagogical potentials and limitations of AI-assisted learning in higher education. Based on three-phase sequential multi-method design, it combines qualitative and quantitative approaches. Phase 1 included a Multi-Criteria Analysis (MCA) of eight AI tools, used to assess their suitability for ESP instruction. Phase 2 consisted of a quasi-experimental AI-enhanced ESP intervention implemented with four student groups from the Faculty of Applied Arts and the Faculty of Dramatic Arts. Phase 3 questionnaire-guided semi-structured interviews were conducted to investigate students' perceptions of AI use. A convenience sample of 144 firstand second-year students was included. Data were collected using an MCA quality-criteria checklist (κ = .68), corpora of AI-enhanced exercises and prompts, Likert-scale items (α = .858), semi-structured interviews and digital teacher diaries. Quantitative data were analysed using descriptive statistics and t-tests, while qualitative data were examined through a descriptive-interpretive approach. Across the variables of imotivation, creativity, interactivity and language skills development, the findings indicate that the selected AI tools were generally beneficial for structured language practice, but insufficient on their own for integrative ESP learning. Twee, Perplexity and Ginger Software mainly proved useful, whereas TTS tools and Skybox AI by Blockade Labs required additional pedagogical support. All groups repeatedly emphasised the importance of teacher guidance and human interaction in language learning. Although recognising the usefulness of AI for vocabulary, grammar and pronunciation practice, or in writing and repetitive tasks, students were critical regarding reliability, ecological impact, ethical implications and transparency in AI-based work. The future artists largely rejected the use of AI in creative practices, seeing it as a potential threat to artistic identity. These findings underscore the importance of critical thinking, transparency, trust and ethical awareness in AI-enhanced language teaching and education, and contribute to the limited research on AI tools beyond ChatGPT in ESP teaching for artistic purposes.
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
A ten-step teaching framework for AI-supported creative interactive content design is proposed, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
Belén Mainer, Ana Pérez-Escoda· Education sciences· 0 citations
Rapid adoption of Artificial Intelligence (AI) into the learning setting has dramatically altered the methods of curriculum design and the process of instructional planning. As technological efficiency and analytics of learners are often mentioned in modern studies, the actual experiences of the educators who take part in the process of co-creating the curriculum based on AI are rather under-researched. This qualitative phenomenological research examines the experiences of educators regarding the perception of AI as a co-developer of the curriculum, focusing specifically on the perceived time efficiency, the quality of instructions, and professional identity. The collection of data was performed with the help of semi-structured interviews with the participation of twelve educators and instructional designers who represented various institutional settings, including secondary schools, colleges, and universities. Thematic analysis showed that participants thought mostly that AI is an augmentative tool that facilitates the early phases of curriculum planning by lightening cognitive workload and speeding up structural drafting. The respondents also cited that the AI-generated recommendations helped to enhance the pedagogical fit and diversification of the instructional approaches; however, the quality of the meaningful curriculum remained left to contextual adaptation and professional judgment. Also, the interaction with AI systems was observed to promote more creative confidence and reflective pedagogical experimentation, and, at the same time, raise ethical transparency and over-reliance issues on automated outputs. The results highlight the fact that the successful implementation of AI in curriculum design is defined by a mutually beneficial co-creative relationship that does not undermine the agency of educators but uses the technological affordances. This work provides a contribution to the developing rhetoric in the adoption of responsible AI in the educational field with a focus on the relationships between human professionalism and intelligent systems.
Zahraa Alkalefawi, Husnain Mukhdoom· Journal of Research in Educa...· 0 citations
This qualitative study examines the perspectives of in-service teachers regarding the integration of Artificial Intelligence (AI) into educational settings. A purposive sampling framework combining criterion and snowball sampling strategies was employed, semi-structured interviews were conducted with 23 in-service teachers. Data were analyzed through content analysis. The analysis revealed three themes: teachers’ current digital practices, AI acceptance and integration of AI. The findings showed that teachers currently use digital technologies for various pedagogical purposes and have also begun using AI technologies in educational settings. Also, teachers perceived AI as useful because of easier access to information, time efficiency, decision-making support, personalized feedback, and professional development. However, they also expressed pedagogical and ethical concerns regarding student overreliance, academic dishonesty, the potential misuse of AI, data security, and the digital divide. The results indicate that, given the multifaceted nature of AI technologies successful AI integration requires specific teacher competencies, particularly critical AI literacy and ethical awareness competencies. Findings also suggest that successful integration requires practical, subject-specific training for both in-service and pre-service teachers, training for students, family engagement, and financial support. This study provides insights into how teachers use AI technologies, their perceptions of required competencies, the challenges and concerns they perceive. Limitations and suggestions for future research are also discussed.
Feray Uğur Erdoğmuş· Participatory Educational Re...· 0 citations
The arrival of Generative AI tools has created a global phenomenon in the creative arts education. However, many art educators are still skeptical about its authenticity, thus preferring to remain with manual approaches that are perceived as more holistic and practical. This reluctance could hinder students' digital literacy and their ability to meet industry expectations. Thus, a fundamental question arises: How do creative arts students perceive Generative AI tools in terms of their practicality? To answer this question, the study employs Technology Acceptance Model (TAM) to ascertain the relationships between two main variables, Perceived Ease of Use (PEOU) and Perceived Usefulness (PU). Additionally, TAM measures Attitudes Toward Use (ATU), Behavioral Intentions to Use (BIU), and Actual Use (AU), offering insights into students' attitude to accept this technology. A total of 133 creative arts students from six UiTM branches participated in the study. The findings indicate that Perceived Usefulness (PU) strongly mediated Perceived Ease of Use (PEOU) and Attitude Toward Use (ATU). In conjunction, Attitude Toward Use (ATU) mediated Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Behavioral Intention (BI) to Generative AI tools. These findings indicate a strong acceptance of Generative AI tools among creative arts students of UiTM, which art educators can leverage by incorporating them into the teaching and learning.
Azahar Harun, Mohamed Razeef Abd Razak, Aidah Alias et al.· 2026 IEEE International Conf...· 0 citations
The rapid integration of artificial intelligence (AI) into educational technologies has transformed how English as a Foreign Language (EFL) students prepare and deliver academic presentations. Although Prezi has gained recognition for its AI-assisted design and interactive presentation features, limited research has explored how undergraduate EFL students perceive its combined AI and video capabilities in supporting oral presentation skills within higher education. This study aimed to investigate students’ perceptions of using Prezi as an AI-enhanced presentation tool for academic speaking tasks. A qualitative research design was employed involving 27 undergraduate students enrolled in an English Education program at a Muhammadiyah university in West Java, Indonesia. Participants were selected through purposive sampling based on their experience using both Prezi and Prezi Video in an Educational Technology course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five major themes: initial adaptation to the platform, perceived benefits of AI-assisted design, enhanced organization and speaking fluency, increased presentation confidence through visual support, and challenges related to internet dependency and platform usability. Overall, participants perceived Prezi as a valuable tool that facilitates academic presentation, language development, and digital communication competence despite several technical constraints. These findings suggest that integrating AI-enhanced presentation tools into EFL instruction can promote more engaging and effective speaking practices when accompanied by adequate technological infrastructure and pedagogical guidance.
Dila Charisma, Finita Dewi, Fitri Aprianti et al.· ELT Echo: The Journal of Eng...· 0 citations
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