Aug 2026· Region - Educational Research and Reviews· Vol 8, pp. 61· 0 citations· 2 references
TL;DR
Findings reveal that the teacher's engagement is non-linear and front-loaded: while Behavioral Engagement peaked during the Design and Development phases through active material generation, it significantly declined during the Implementation phase due to infrastructural anxiety and instability.
Abstract
Despite the rapid proliferation of artificial intelligence (AI) in education, its implementation in underdeveloped regions remains under-explored, creating a significant knowledge gap regarding digital equity. This qualitative case study investigates how an EFL teacher in Shigatse, Tibet, engages with AI throughout the instructional process. Adopting a unified analytical framework that integrates the multidimensional construct of engagement (behavioral, emotional, cognitive) with the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), this study offers a process-oriented examination of teacher practices under resource constraints. Findings reveal that the teacher's engagement is non-linear and front-loaded: while Behavioral Engagement peaked during the Design and Development phases through active material generation, it significantly declined during the Implementation phase due to infrastructural anxiety and instability. Furthermore, the teacher's Emotional Engagement evolved from blind optimism to rational pragmatism, shaped by the paradoxical burden of AI-induced supervision. These results challenge the assumption of seamless AI integration, highlighting that in underdeveloped contexts, teachers must navigate a dichotomy between high preparation hopes and low implementation realities.
This study explored the emerging trends, current practices, challenges, and pedagogical implications of Artificial Intelligence in Education (AIEd) in the Division of Oroquieta City during the School Year 2025- 2026. Employing a descriptive qualitative research design, data were gathered from purposively selected public secondary school teachers through an adapted questionnaire, interviews, and document analysis. The findings revealed that AI is increasingly used as a teaching and learning support tool for lesson planning, assessment, student engagement, and administrative tasks, contributing to improved efficiency and personalized learning. However, challenges such as limited infrastructure, unequal access to technology, capacity and skills gaps, ethical and academic integrity concerns, and resistance to AI adoption persist. The study further indicated that AI integration transforms the teacher's role toward facilitation and mentoring while highlighting the need to strengthen learner-centered approaches, critical thinking, and digital literacy. Overall, the study underscores the importance of institutional readiness, professional development, and clear policy frameworks to ensure ethical, equitable, and sustainable AI integration in education.
Maria Benjie Ann M. Cabasag· Journal of Educational Resea...· 0 citations
Although blended learning (BL) represents a transformative educational model, it is unclear how digital transformation (DT) shapes the dynamics of BL, particularly through the integration of artificial intelligence (AI), in higher education. This study examines how artificial intelligence–supported self-regulated learning (AI-SRL), informed by cognitive load theory and AI-driven pedagogy, can enhance BL models to promote equitable, inclusive education and advance sustainable development within the context of ongoing DT. Three hundred and ten higher-education students in the United Arab Emirates (UAE) who participated in BL courses completed an online survey. In addition, 11 faculty members and academic leaders were interviewed. The findings show that the use of AI mediates the relationship between DT and students’ behavioural and academic outcomes – namely, procrastination, heuristic processing, and academic achievement. DT increases the adoption of AI to improve academic performance while simultaneously increasing procrastination and reliance on heuristic (surface-level) processing. AI-SRL mitigates these negative outcomes, reducing procrastination and heuristic processing. Furthermore, AI-integrated pedagogy empowers students to harness the benefits of AI-enhanced DT to improve academic performance while minimising adverse cognitive and behavioural effects. This study provides a nuanced understanding of BL in higher education, showing that the use of AI helps shape student experiences and outcomes.
N. Shaya, Rawan Abukhait, Muhammad Nisar Khattak et al.· Journal of Applied Learning...· 0 citations
The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving, and despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes.
M. Doğan, B. Kashkhynbay, Zhaniyat Baltabayeva· European Journal of Educatio...· 0 citations
The research outcomes demonstrate that AIAS functions effectively as a learning architecture, aligning academic integrity with instructional design, and offers a replicable model for fashion programs and other disciplines seeking responsible AI integration.
D. Shen· PUPIL International Journal...· 0 citations
The increasing integration of artificial intelligence (AI) into educational contexts has significantly transformed discussions surrounding teaching practices and teacher professional development. While existing research frequently focuses on technological implementation and institutional innovation, teachers’ lived experiences of engaging with AI remain underexplored, particularly within language education. This qualitative case study investigates one language teacher’s journey toward AI awareness and integration within professional development practices. Using purposeful sampling, the study focuses on a teacher who actively engages with AI-informed professional learning. Data were collected through semi-structured interviews and a reflective narrative, allowing for an in-depth exploration of the participant’s perceptions, experiences, and meaning-making processes related to AI. Thematic analysis revealed that the participant’s engagement with AI evolved from initial curiosity about technological functionality to a more reflective and pedagogically informed understanding of AI as a supportive professional resource. The findings further indicate that the participant viewed AI as a tool for enhancing creativity, lesson preparation, and pedagogical flexibility while simultaneously maintaining critical awareness regarding authenticity, ethical responsibility, and teacher autonomy. The study highlights the importance of positioning AI within reflective and human-centered approaches to teacher professional development rather than viewing it solely as a technical innovation. By foregrounding a teacher’s voice, this research contributes to current discussions on AI, teacher agency, and ethical professional learning in contemporary educational contexts.
Jaouhara Elmzandi, Soukaina Laayadi, Kamal Barbara et al.· British Journal of Teacher E...· 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