Aug 2026· International Journal of Electronics and Communication Engineering· Vol 13, pp. 297-310· 0 citations· 26 references
TL;DR
This proposed research work will be evaluated using real-time data collected from various university students via a research study to provide insight into how GAI has impacted the creative quotient of students who prefer to utilize modern tools over the traditional teaching-learning methodology.
Abstract
The use of Generative AI(GAI) as an embedded tool in traditional teaching processes has brought about new revolutionary ways that are changing the nature of educational activity. As we continue to evolve through phases of innovation, an increasing number of educators are seeking to incorporate AI into their teaching to enhance student creativity, streamline certain aspects of the teaching/learning process, and improve overall learning outcomes. Although existing research focuses on academic performance and engagement, the objective of this research is to identify the impact on the creative quotient of students in a real-time learning environment. Through an extensive real-time survey, students' perceptions and experiences of AI-driven educational tools were assessed. Therefore, the results collectively provide an all-encompassing perspective of how GAI is transforming education and offer potential paths toward future innovations and developments within the teaching and learning environment. An integration of both AI and traditional teaching methods will promote a balanced and forward-thinking educational model. There is insufficient real-time evidence on whether GAI influences creativity or leads to dependence on the technology. The novelty of this research aims at measuring and comparing the influences of GAI with traditional learning methods and outcomes. This proposed research work will be evaluated using real-time data collected from various university students via a research study. Real-time analysis of the data will provide insight into how GAI has impacted the creative quotient of students who prefer to utilize modern tools over the traditional teaching-learning methodology.
ChatGPT has rapidly gained popularity among educators and learners, demonstrating its potential to facilitate interactive learning, personalized assistance, and academic support, and the need for guidelines, digital literacy, and ethical frameworks to ensure productive and balanced use of AI in education.
Anuradha Dwivedi, Pragati Pandey, Naveen Mni· International journal of com...· 0 citations
The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies within the teaching–learning process. The current study uses a cross-sectional empirical survey design with a sample of N = 917 respondents, including teachers, students, administrators, and management. It examines the use of advanced AI technologies such as ChatGPT, Gemini, DeepSeek, and Grok, and stakeholders’ perceived connection between digital skills and classroom performance, student motivation, and critical thinking. We also discuss the ethical dilemmas and structural challenges that accompany this digital change. Inferential statistics, such as One-Way ANOVA and the Pearson Chi-Square test, show statistically significant differences in perceptions and regulatory expectations across organizational responsibilities. The findings contribute to understanding how advanced digitalization is perceived to reshape traditional academic roles, offering practical insights for creating effective, responsible, and sustainable teaching practices.
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
Constructivist learning focuses on active, student-centered engagement with content, promoting critical thinking and problem-solving skills. GenAI technologies help to transform teaching methods, learning experiences and the overall educational landscape in higher education. Yet, limited research remains about the challenges and prospects of integrating GenAI in constructivist learning in higher education. Further, few studies have explored the experiences of faculty and students using GenAI in teaching and learning environments. Therefore, this qualitative study explored the challenges and prospects of integrating Generative AI (GenAI) in constructivist learning environments within higher education. Data were collected following a qualitative research design via in-depth semi-structured interviews with 30 faculty (16 female and 14 male) and 20 students (12 female and 8 male) in four programs. Data analyses were done via a constant comparative approach. Findings indicated that faculty and students faced challenges in integrating GenAI, including concerns about technological readiness, ethical considerations, a lack of quality training and information and data security and privacy issues. Faculty and students stated the potential benefits of GenAI to include enhanced personalized learning, improved access to resources, support for special needs students, adaptive learning platforms and content creation and generation. The findings suggest that while there are significant challenges, the effective integration of GenAI can align with constructivist principles, offering new opportunities for collaborative, interactive and learner-driven educational experiences.
A qualitative research approach was chosen to thoroughly explore the challenges and opportunities of incorporating Generative AI (GenAI) into constructivist learning environments in higher education. Semi-structured interviews were used because their flexible structure enables a deep exploration of students’ personal experiences with AI and reveals the nuanced, individual aspects of their learning processes (Christodoulou et al., 2024). This study recruited 30 faculty (16 female and 14 male) and 20 students (12 female and 8 male, aged between 24 and 40 for students and 36 and 60 years above for faculty) in four programs.
An analysis of 12 semi-structured interviews identified several key themes: concerns about technological readiness, insufficient attention to ethical issues, a lack of quality training and information and concerns regarding data security and privacy. Both faculty and students highlighted potential advantages of generative AI, such as enhanced personalized learning, support for special needs students and adaptive learning platforms.
This study is not without limitations, as the results could be more meaningful if a larger sample size were involved, with larger samples of faculty and students conducted through quantitative methods. Therefore, as the use of AI continues to increase in higher education, institutions must enact policies and guidelines regarding the application of AI tools for academic research work. Furthermore, the study primarily focused on the voices and experiences of faculty and students at the graduate level regarding the application and use of Gen AI tools in higher education. Thus, a larger representation of faculty, leadership, staff and students at all levels could have helped to make a generalized data decision.
The findings reveal that successful GenAI integration requires careful attention to maintaining constructivist principles while leveraging technological capabilities. This means ensuring that AI tools enhance rather than replace the human interaction, collaborative inquiry and reflective practice that define effective constructivist learning environments. The study suggests that GenAI is most effective when it supports the active knowledge construction that constructivism demands rather than providing ready-made answers that circumvent the learning process. This requires faculty to develop a sophisticated understanding of how to use AI as a mediating tool that facilitates student engagement with content rather than replacing that engagement.
The interconnected nature of the challenges identified (technological readiness, ethical considerations, training needs and privacy concerns) suggests that successful implementation requires comprehensive, systematic approaches rather than piecemeal solutions. Institutions must address these challenges holistically while maintaining focus on the pedagogical principles that define effective constructivist education.
The findings illuminate how GenAI technologies intersect with constructivist pedagogical principles, offering insights into the nuanced realities of AI adoption in higher education settings that prioritize active, collaborative and student-centered learning. The analysis surfaced seven interconnected themes that capture the current state of GenAI integration: technological readiness concerns, insufficient attention to ethical issues, lack of quality training and information, data security and privacy concerns, enhanced personalized learning opportunities, support for special needs students and the emergence of adaptive learning platforms.
A. Yeboah, Y. Dadson, Zacharia Mohammed et al.· International Conference on...· 0 citations
A ten-step teaching framework for AI-supported creative interactive content design is proposed, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
Belén Mainer, Ana Pérez-Escoda· Education sciences· 0 citations
This work of research throws light on the new arenas of education. It is high time for us educators to come forward
to help the needy in education. The project collected evidence through the survey done among the students, parents, and the
teaching fraternity of the institution to understand the need for change in educational pedagogy and the theories of
educational innovations. The research inculcated many modern techniques of teaching with AI - VAK teaching pedagogy
and Flipped Classroom, Self-Learning techniques, Collaborative Learning, Crossover Learning, Gamification and Spaced
Learning and many more to expand the holistic development of the learners. The Instructional Framework for the institution
was made after a rigorous research and trial and error methods to infer SEF (Self Evaluation Framework) with the modern
approach of educational innovation touching upon all the areas of improvement for an institution as a whole. The draft of
the SEF with 6 PS (Performance Standards) will have Performance Indicators (PIs) with the sources of evidence subject
wise. As per the SEF the IDP (Institute Development Program) was made with the achievable goals which can be used as
the measure for the successful running of any educational Institution. The bottom line is CHANGE is the only alternative
for standing high for the coming generations of learners and teachers in the competency-based innovation of education
inculcating the noble and modern steps of Instructional leadership streaming ahead with pride being an integral part in
INNOVATION IN EDUCATION.
Mahesh Padmanabha Iyer· International Journal of Inn...· 0 citations