The Role of Artificial Intelligence in Teacher Professional Development

al-Zyoud, Hashem Mahmoud Muslim

doi:10.13189/ujer.2020.082265

Cited by 19 publications

(4 citation statements)

References 6 publications

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“…As literature shows, the current state of knowledge regarding the application of AI within the GCC region is marked by a scattered and incomplete understanding (Al-Zyoud, 2020). Uncertainties persist in many aspects, such as effectiveness, implementation strategies, and potential impact of AI interventions (Sharfi, 2021).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC

Fadlelmula,

Qadhi

2024

JUTLP

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Acknowledging its potential on diversifying economy and attaining sustainable development, the Gulf Cooperation Council (GCC) countries, comprising of Bahrain, Kuwait, Oman, Qatar, Kingdom of Saudi Arabia, and United Arab Emirates, have been investing heavily on digital transformation and keeping pace with technological advancements. In particular, over the last years, with the unified efforts on transitioning to a knowledge society and enhancing educational outcomes, GCC countries have been demonstrating a strong dedication on integrating artificial intelligence in education (AIED). This systematic review investigates characteristics of artificial intelligence (AI) research in the region, identifying advantages and disadvantages of AI utilization in higher education, and exploring main issues accompanied with possible directions for the future. In the Scopus database, 32 studies were analyzed, all open access documents affiliated to a GCC country, having artificial intelligence and higher education, or related terminologies as keywords. Results revealed that AI applications were beneficial for institutions to improve educational outcomes, assist in decision-making, and advance institutional systems. No study reported negativity resulting from AI practices. However, important barriers were identified that hinder the full deployment of AI in higher education, including poor technology skills, inadequate technology infrastructure, resistance in leveraging traditional approaches in education, and challenges related to structural complexity of Arabic language. Future directions are proposed, offering opportunities for practitioners and research potential for scholars.

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Section: Introductionmentioning

confidence: 99%

A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC

Fadlelmula,

Qadhi

2024

JUTLP

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“…For the introduction of artificial intelligence in education to be more effective, scientists from the UAE recommend the following measures to be taken: develop educational software based on artificial intelligence to improve the qualifications of teachers; create curricula based on artificial intelligence for all those involved in education; provide accurate databases in all fields of education, including human resources; create a learning environment that enhances the role of artificial intelligence applications in the professional development of teachers; link databases across the global network to transform teachers' career paths (Al-Zyoud, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The Covid-19 pandemic showed the need for wider application of technology in education as the need for distance learning arose (Al-Zyoud, 2020;TAdviser, 2021). Since 2020, teachers have been actively using remote work software platforms (for example, Zoom), various teaching tools and websites (Moodle, iSpring, Edmodo, GoogleClassroom).…”

Section: Introductionmentioning

confidence: 99%

Use of Artificial Intelligence in Teacher Training

Wu,

Burdina,

Gura

2024

International Journal of Web-Based Learning and Teaching Technologies

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The purpose of the study is to consider the issue and identify problems with the introduction of artificial intelligence in education and, in particular, teacher training. The study is based on online questionnaires that were sent to teachers (375 people) of higher educational institutions and schools in Russia and China. The results of the study suggest that teacher training based on artificial intelligence can improve students' knowledge, but at this stage, the use of technology should be combined with the traditional learning approach. The research may be of interest to teachers, students, parents, school, and university administrations, as well as to a wide range of people interested in modern education trends. The results obtained with the help of this study can be considered when planning a strategy for introducing artificial intelligence into education, making decisions about its share in learning with due regard to a specific area of study.

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“…However, new opportunities for teacher assessment and professional development have arisen from ground-breaking applications of technology and educational information (Al-Zyoud, 2020). Education policymakers and governments have found that using technology as a teaching tool is the best approach at this time to achieve sustainable development in the light of 2030 vision (Makhlouf, 2021).…”

Section: Weak Applications Of Artificial Intelligence In Educationmentioning

confidence: 99%

إمكانات الذكاء الاصطناعي في إعداد المعلمين: التحديات والفرص للتنمية المستدامة في ضوء رؤية 2030 Artificial Intelligence Potential in Preparing Teachers: Challenges and Opportunities for Sustainable Development in the Light of 2030 Vision

قورة¹,

المنسي²

2023

مجلة کلية التربية بالعريش

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The Role of Artificial Intelligence in Teacher Professional Development

Cited by 19 publications

References 6 publications

A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC

A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC

Use of Artificial Intelligence in Teacher Training

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