Aug 2026· Journal of International Students· 0 citations· 37 references
TL;DR
Practical implications from the context of the Global South, such as Vietnam, emphasizing the need for international support and international collaboration to enhance not only the usefulness of ChatGPT for lesson planning but also teacher education and technology integration are provided.
Abstract
AI tools such as ChatGPT have attracted increased interest from educators in diverse teaching settings. Based on the theoretical frameworks of TAM and UTAUT, this study explores the factors influencing the adoption of ChatGPT as a supportive tool for lesson planning and examines how they interact across various teaching contexts. A quantitative study using PLS-SEM was conducted to examine the effects of perceived usefulness, perceived ease of use, and social influence on teachers' intention to use ChatGPT in lesson planning. Data collected from 284 Vietnamese teachers, including both English-speaking and non-English-speaking teachers, revealed that all the factors directly and positively affected the behavioral intention to use ChatGPT and indirectly predicted actual long-term use. This study provides practical implications from the context of the Global South, such as Vietnam, emphasizing the need for international support and international collaboration to enhance not only the usefulness of ChatGPT for lesson planning but also teacher education and technology integration.
This study explores teachers’ attitudes towards the adoption of ChatGPT as a learning technology, focusing on its potential benefits, limitations and implications for education and can assist policymakers, educators and technology developers in collaborating to implement practical and ethical AI-enabled tools like ChatGPT.
Latifa Alzahrani· International journal of res...· 0 citations
This multi-case study explores how generative artificial intelligence (GenAI), specifically ChatGPT, influenced lesson planning in Texas teacher education. In-service and pre-service teachers developed lesson plans, revised them using ChatGPT-generated suggestions, and reflected on the benefits and challenges of AI integration. Pre- and post-intervention surveys were used to measure changes in attitude, perceived usefulness, ease of use, behavioral intention, and actual use. Results indicated increases across all five constructs, with especially strong gains in actual use and ease of use among pre-service teachers. Qualitative data revealed that teachers valued AI for enhancing lessons, offering additional instructional ideas, and improving student engagement. In-service teachers emphasized time efficiency and alignment with classroom needs, while pre-service teachers highlighted greater confidence and support during the planning process. Reported challenges included concerns about items such as accuracy, overreliance, tool complexity, ethical use, and the lack of human connection. Cross-case findings suggest that GenAI tools can support instructional planning when thoughtfully integrated and accompanied by professional development that reinforces teacher expertise.
J. Delello, Woonhee Sung, D. Morris· Texas Educator Preparation· 0 citations
This study aims to examine the factors influencing university students' level of ChatGPT use and the impact of this use on their using ChatGPT. With the increasing integration of artificial intelligence-based tools in higher education, understanding students' perceptions and experiences with such technologies is critical for restructuring teaching and learning processes. The study was designed using an explanatory correlational model, a quantitative research design, and employed validated and reliable scales as data collection tools. Data were collected from 835 university students across Türkiye and analyzed using structural equation modeling. The findings revealed that interactive learning, interaction quality, information quality, collaborative learning, perceived ease of use, and perceived usefulness all had a significant and positive effect on students’ ChatGPT usage. Furthermore, the level of ChatGPT use was found to have a meaningful impact on students’ learning satisfaction. These results suggest that ChatGPT is not only a tool that facilitates access to information but also acts as a supportive learning partner in fostering interactive and student-centered learning environments. The study concludes that effective integration of AI-based systems in higher education can enhance students' academic motivation and learning satisfaction. Accordingly, it is recommended that universities structure their digital transformation strategies with pedagogical considerations and guide their implementation based on principles of ethical use.
Unknown authors· Osmaniye Korkut Ata Üniversi...· 0 citations
This research focuses on private secondary schools in Pakistan, examining how secondary English language teachers perceive the incorporation of ChatGPT in English language teaching. A qualitative research approach was utilized to meet the study's aims. To gather data, twenty-four English teachers, with a balanced representation of genders, were chosen using a purposive sampling method from six distinguished private schools. The data collected from both male and female teachers was analyzed using the Unified Theory of Acceptance and Use of Technology, employing thematic analysis for interpretation. The results indicated that both male and female teachers generally viewed ChatGPT favorably concerning its effectiveness in teaching, user-friendliness, supportive conditions, and backing from colleagues and administration in using ChatGPT effectively. Nevertheless, issues such as inadequate infrastructure, dependency, reduction in creativity and critical thinking, insufficient skills, and the lack of the considerable required support from peers and school administration were also identified. Overall, this research study adds to the wider academic discourse on technology-enhanced English language instruction by thoroughly examining the advantages and disadvantages of ChatGPT for teachers in secondary-level English language education.
Investigating learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
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