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1 – 10 of over 1000Habiba Al-Mughairi and Preeti Bhaskar
ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While…
Abstract
Purpose
ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.
Design/methodology/approach
This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.
Findings
The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.
Practical implications
This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.
Originality/value
In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.
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Hikaru Komatsu, Iveta Silova and Jeremy Rappleye
Humans remain unsuccessful in their attempts to achieve environmental sustainability, despite decades of scientific awareness and political efforts toward that end. This paper…
Abstract
Purpose
Humans remain unsuccessful in their attempts to achieve environmental sustainability, despite decades of scientific awareness and political efforts toward that end. This paper suggests a fresh conceptualization, one that focuses on education, offers a fuller explanation for our lack of success and calls attention to alternatives.
Design/methodology/approach
The authors first critically review mainstream approaches that have been used to achieve environmental sustainability, then introduce an alternative that the authors call the cultural approach. The authors finally discuss how educational research should be re-articulated based on the cultural approach.
Findings
The authors identified three mainstream approaches – the technological, cognitive approach and behaviorist – all of which function to reproduce modern mainstream culture. In contrast, the cultural approach assumes modern mainstream culture as the root cause of environmental unsustainability and aims to rearticulate it. To elaborate a cultural approach, the authors recommend education scholars to (1) bring attention to the role of culture in sustainability and (2) identify education practices that are potentially useful for enacting a cultural shift, primarily developing richer synergies between qualitative and quantitative research.
Originality/value
Unlike many previous studies in the field of education, the authors’ account highlights how current mainstream approaches used for current global education policymaking often merely reproduces modern mainstream culture and accelerates the environmental crisis. It thus proposes to redirect educational research for a cultural shift, one that allows human society to move beyond the comforting rhetoric of sustainability and face the survivability imperative.
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Maria Andreea Tilibașa, Alina Nicoleta Boncilică, Ion Popa, Simona Cătălina Ștefan and Irina Tărăban
The study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral…
Abstract
Purpose
The study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.
Design/methodology/approach
The research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.
Findings
This study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.
Research limitations/implications
The scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.
Practical implications
School managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.
Originality/value
Little scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.
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The purpose of this paper is to explore the ability of the integration of technology acceptance model (TAM) and theory of reasoned action (TRA) to predict and explain university…
Abstract
Purpose
The purpose of this paper is to explore the ability of the integration of technology acceptance model (TAM) and theory of reasoned action (TRA) to predict and explain university students’ intention to use m-learning in schools.
Design/methodology/approach
In total, 487 students participated in this study. A seven-likert scale survey questionnaire which comprised of 23 items was completed by the students. Structural equation modeling was used as the statistical technique to analyze the data.
Findings
The study found that the resulting model was fairly able to predict and explain behavioral intention (BI) among students in Ghana. In addition, this study found that attitudes toward use and subjective norm significantly influenced students’ BI to use mobile learning. The model explained 23.0 percent of the variance in BI, 33.8 percent in perceived usefulness and 47.6 percent in attitudes toward use. Of all the three endogenous variables, attitude had the greatest effect on BI.
Originality/value
Although, the above-mentioned models have been adopted in many studies, few or none have combined TRA and TAM as a research framework to predict and explain students’ intention to use m-learning since m-learning is fairly new in educational environments. Therefore, a model that combines all constructs from TRA and TAM was proposed in this study to explore university students’ intention to use m-learning in schools.
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Peter Tiernan and Jane O’Kelly
The purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact…
Abstract
Purpose
The purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.
Design/methodology/approach
A qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.
Findings
Findings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.
Originality/value
While there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.
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Alessandro Ramploud, Silvia Funghi and Maria Giuseppina Bartolini
The aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian…
Abstract
Purpose
The aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian schools. The study focuses on the modifications and invariance when introducing CLS in a different culture.
Design/methodology/approach
In a previous work (Bartolini Bussi et al., 2017), the authors focused on a single case of activity inspired by the CLS in Italy, and identified some conflicts emerging between the cultures of teaching in China and Italy and explored the way to overcome the conflicts. In the following years, the authors implemented lesson study (LS) experimentations with dozens of in-service primary school teachers and pre-service teachers who were gradually introduced to the model of CLS. The tensions/constraints occurred prominently when extending the experiments with many dozens of other in-service teachers and pre-service teachers.
Findings
The authors highlighted how the process of deconstruction allowed the participants in the study to either appropriate or reject some features of the CLS, linking this process to the cultural differences.
Practical implications
The authors believe and argue that LS, and CLS in particular, must be modified in the transfer from one culture to another, considering the cultural beliefs of the involved teachers.
Originality/value
The authors claim that the features of CLS compels the Western researchers to adopt local and culturally determined choices and to be aware of the rationale of these choices.
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Tahani Z. Aldahdouh, Vesna Holubek, Vesa Korhonen, Sanaa Abou-dagga and Nazmi Al-Masri
The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy…
Abstract
Purpose
The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context.
Design/methodology/approach
An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers.
Findings
The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.
Research limitations/implications
The design of the current research may have limited the authors’ potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time.
Practical implications
The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.
Originality/value
The study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study’s findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts.
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Christina Löfving, Anna-Lena Godhe and Johan Lundin
The paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.
Abstract
Purpose
The paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.
Design/methodology/approach
The authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.
Findings
Two themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.
Research limitations/implications
This study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.
Practical implications
The findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.
Originality/value
In a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.
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This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one…
Abstract
Purpose
This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.
Design/methodology/approach
Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.
Findings
The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.
Research limitations/implications
Research that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.
Originality/value
This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.
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