Education and Information Technologies

Abstract Learning Analytics Dashboards (LADs) have shown limited impact on student outcomes, often functioning as static visualizations. In this paper, we present a case study reimagining LADs as interactive tools that promote student engagement. Namely, we extend a conventional LAD with a Large Language Model (LLM)-powered pedagogical agent and an interactive Judgement of Learning (JoL) feature …

Abstract Generative AI has entered classrooms especially in the form of chatbots such as ChatGPT, possibly the best-known platform for AI-based text and content creation. Perceptions and emotions of these novel systems influence their usage and AI-related activities, and are therefore of great interest to ensure establishment of appropriate educational practices with distinct AI systems. However,…

Abstract Despite growing evidence of the effectiveness of digital game-based learning (DGBL) and the recognised influence of teachers’ pedagogical beliefs on technology integration, research on how constructivist beliefs are enacted in actual classroom DGBL practices is still needed. This study explores how science teachers’ student-centred pedagogical beliefs are enacted in their integration of …

This study examined how school principals conceptualised “irreplaceable” teachers in AI-enabled schools and how these portrayals intersected with teacher leadership. Using an interpretive qualitative design, semi-structured interviews were conducted with 16 principals from AI-active K–12 private schools in five Arab countries. Principals were recruited through a regional professional network, and…

Generative Artificial Intelligence (GenAI) is a disruptive technology that presents significant challenges for educators. Its pedagogical opportunities and risks largely depend on teachers’ beliefs and practices. While university teachers’ beliefs on GenAI have been studied to some degree, research on secondary school teachers remains limited. This study aims to replicate the research conducted b…

This qualitative study adopts an experience-oriented design informed by phenomenological principles to explore pre-service primary teachers’ experiences with AI-supported digital storytelling. Going beyond the traditional TPACK framework, the study is grounded in the recently proposed GenAI-TPACK model, highlighting the evolving interaction of technological, pedagogical, content, and ethical doma…