Artificial Intelligence in Education: A Dual Perspective From Academics and Students on Its Transformative Potential

Emerging Trends and Discourses on Artificial Intelligence in Education: Its Promises and Pedagogical Implications

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.

AI technologies in language education: Practical aspects and challenges of student usage

Artificial Intelligence in Education: Transforming Learning Outcomes, Academic Integrity, and Pedagogical Innovation in Higher Education

This document outlines the conceptual, theoretical, and methodological underpinning of the AI-Augmented Pedagogy Integration Model (AAPIM), which has now been further supported by a growing evidence base of 2025–2026 meta-analyses and systematic reviews.

EFFECTS OF ARTIFICIAL INTELLIGENCE (AI) ON STUDENTS' CRITICAL THINKING TOWARDS ACADEMIC ACHIEVEMENT IN MODIBBO ADAMA UNIVERSITY YOLA (MAU)

Artificial Intelligence (AI) is rapidly redesigning higher education by changing how students access, process, and produce academic knowledge. Students increasingly rely on AI-powered tools to generate ideas, assist in writing, and solve complex academic tasks. While these technologies offer increased efficiency, expanded access to information and knowledge, they also raise significant concerns regarding their effects for students’ cognitive and long-term intellectual development, particularly critical thinking. This study aims to explore the effects of AI on students' critical thinking towards academic achievement within higher education contexts. The study adopts a qualitative research design within a phenomenology paradigm to explore students’ experiences and perceptions as regards AI use. Data were collected through semi-structured interviews with the University students selected through convenience sampling techniques. The data were analysed using thematic analysis supported by NVivo software, enabling systematic coding and identification of patterns across participants’ experiences. The findings revealed a dual-pathway effect: On one hand, AI functions as a cognitive scaffold that enhances understanding, supports idea generation, and improves academic performance. On the other hand, it acts as a cognitive substitute that reduces analytical engagement, encourages and promotes superficial learning, and fosters dependency. It further highlights the need to reconceptualise information literacy competencies to include AI literacy skills support services in determining how students engage with AI technologies in academic environments. Suggestions are provided for educators, academic libraries, and policy makers seeking to support and integrate AI responsibly while preserving critical thinking as a core learning outcome.

Artificial intelligence in higher education: a comparative synthesis of university teachers’ and students’ perspectives on AI integration and chatbot use

The rapid development of artificial intelligence (AI) technologies has significantly influenced higher education, sparking an ongoing debate regarding their pedagogical value, ethical implications and impact on academic practices. By integrating the perspectives of university teachers and students, the study aims to provide a comprehensive understanding of various attitudes towards AI integration, with particular emphasis on the use of AI-powered chatbots in teaching and learning processes. This study adopts a mixed-methods design. Data were collected from 92 university teachers and 408 students of a pedagogical university. Group differences were assessed using non-parametric Kruskal–Wallis and Mann–Whitney U tests. Open-ended responses were analysed thematically to deepen the findings. The results were interpreted from a sociotechnical systems perspective, where AI integration is not merely a technological issue but a transformation of institutional norms and academic practices. The synthesis reveals that both educators and students predominantly perceive AI as a supportive tool capable of enhancing learning efficiency and its personalisation, as well as learning accessibility. However, acceptance of AI remains conditional and is accompanied by significant concerns. Educators emphasise the need for pedagogical control, autonomy and ethical guidelines, while students highlight issues related to overreliance on AI and the authenticity of learning experiences. Across both groups, ambivalent attitudes and a lack of a clearly articulated stance towards the long-term role of AI in higher education are evident. The study’s originality derives from its focus on pedagogical university staff and students – future teachers responsible for the shape of future education. The findings underscore the necessity of developing coherent institutional strategies that combine regulatory frameworks with the cultivation of critical AI literacy among both educators and learners. The article concludes that successful and responsible AI integration in higher education requires not only technological adoption, but also reflective, pedagogically grounded and ethically informed implementation.

Artificial Intelligence in Classroom Learning: Opportunities and Challenges for Developing Students’ Growth Mindset

The rapid development of Artificial Intelligence (AI) has transformed education, particularly in classroom learning. AI technologies, including intelligent tutoring systems, generative AI, and adaptive learning platforms, provide new opportunities to enhance learning experiences. However, their integration also raises important pedagogical questions regarding students’ critical thinking, autonomy, and growth mindset. This article examines how AI can function as both an opportunity and a challenge in fostering students’ growth mindset. The study employs a qualitative literature review by analyzing recent research on AI in education, critical thinking, and growth mindset. The findings indicate that AI improves access to information, supports personalized learning, and encourages reflective thinking. However, excessive dependence on AI may reduce deep cognitive engagement without appropriate pedagogical guidance. The discussion focuses on three key dimensions: AI as a learning support tool, a catalyst for critical thinking, and a factor influencing students’ confidence and autonomy. The findings emphasize the essential role of teachers in guiding students to use AI responsibly and reflectively. When effectively integrated into classroom activities, AI can promote inquiry, evaluation, and independent learning rather than replace human thinking. Therefore, AI should not be viewed simply as beneficial or harmful but as a pedagogical challenge requiring thoughtful instructional integration. This study concludes that, when supported by appropriate teaching strategies, AI can contribute positively to the development of growth mindset, critical thinking, and reflective learning, while reinforcing the importance of balancing technological innovation with sound educational practice.