Aug 2026· European Journal of Educational Research· 0 citations· 14 references
TL;DR
There is a gap between the ability to identify correctness and the ability to implement it in effective instructional planning and the need to develop critical thinking in the context of using artificial intelligence in teacher training is emphasized.
Abstract
The integration of artificial intelligence (AI) in education has expanded access to knowledge and created new opportunities for teaching and learning. Also, it poses a major challenge: AI products may contain inaccuracies or biases, and their use does not guarantee critical engagement. This challenge is particularly prominent in teacher education, which requires not only the evaluation of information but also the translation of information into pedagogical decisions. This study examines the critical thinking processes and technological pedagogical content knowledge (TPACK) of preservice mathematics teachers as they plan lessons with the assistance of AI tools. The study examines their ability to evaluate the accuracy and appropriateness of AI-generated suggestions. The study also focuses on the levels of thinking—perception, processing, and execution- that are expressed in the decision-making process. In this qualitative study, 29 lesson plans and written reflections collected from 41 preservice elementary mathematics teachers during a methods course were analyzed using content analysis. The findings indicate a gap between the ability to identify correctness and the ability to implement it in effective instructional planning and emphasize the need to develop critical thinking in the context of using artificial intelligence in teacher training.
Artificial Intelligence (AI) has increasingly influenced educational practices by providing innovative learning support for students preparing for professional examinations. This study explored the experiences of pre-service Mathematics teachers in utilizing Artificial Intelligence for preparing for the Licensure Examination for Teachers (LET). A qualitative phenomenological research design was employed, involving 12 purposively selected pre-service Mathematics teachers who had used AI during their LET preparation. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Four overarching themes emerged: (1) Artificial Intelligence as an Accessible Learning Companion, (2) Artificial Intelligence as a Personalized Learning Support Tool, (3) Educational Benefits of Artificial Intelligence in LET Preparation, and (4) Responsible and Critical Use of Artificial Intelligence. The findings revealed that AI enhanced conceptual understanding, promoted independent learning, improved review efficiency, and enabled personalized learning experiences. However, participants also emphasized the importance of critically evaluating AI-generated information and integrating AI responsibly with traditional learning resources to support meaningful and ethical examination preparation. The study highlights the potential of Artificial Intelligence to complement LET preparation while underscoring the need to foster digital literacy, critical thinking, and responsible AI use in teacher education.
Nora A. Oredina· Journal of Intelligent Decis...· 0 citations
Abstract. The rapid integration of artificial intelligence technologies into mathematics education necessitates a scientific justification for their use in designing personalized learning paths. This paper aims to assess the effectiveness of different AI tools within a personalized digital learning environment for mathematics. The research design employed a comparative study in a natural educational setting, using questionnaires, analysis of students' digital footprints, statistical processing (Student's t-test, ANOVA, Tukey's test, Cohen's d), and thematic analysis of open-ended responses. The study involved 168 students working with 32 interactive mathematical modules on the "Academic Resilience" platform. The findings indicate that the effectiveness of AI tools is contingent on the type of mathematical content. The most significant pedagogical effect was observed for a combination of graphical environments and AI assistants in tasks requiring both visualization and analytical reasoning. For algorithmic topics, a dialog-based AI assistant proved to be the most effective. These results support the consideration of AI technologies as a tool for adaptive modeling of individual educational trajectories in mathematics education.
L. B. Raikhelgauz· BULLETIN OF CHECHEN STATE...· 0 citations
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Andi Mangaraja, D. Hasibuan, Ramadhan Herianto et al.· Mathline : Jurnal Matematika...· 0 citations
The study proposes the incorporation of “epistemic hygiene,” understood as the systematic development of competencies in critical judgment, comparison, and validation of knowledge generated by algorithmic systems.
Background and Objectives: In the 21st century learning environment, the integration of emerging technologies has transformed the educational landscape. For pre-service science teachers, the challenge lies in developing strong pedagogical content knowledge (PCK) while also adapting to rapidly evolving technologies. This study aimed to explore how Artificial Intelligence (AI) tools influence the development of PCK among pre-service science teachers in the fields of physical and biological sciences. Specifically, it investigated their lived experiences of adapting to AI in lesson planning, instruction, and assessment, contributing to the broader discourse on AI integration in teacher education.
Methodology: This qualitative study employed a descriptive phenomenological approach to capture the authentic experiences of six (n = 6) fourth-year pre-service science teachers specializing in physical and biological sciences at a state university in Bataan, Philippines. Participants were selected via purposive sampling based on their documented experience with AI tools in coursework and teaching demonstrations. Data were analyzed using descriptive phenomenological procedures, including bracketing, horizontalization, clustering, and textualization to identify the essence of participants’ experiences.
Results: The findings revealed that AI has a significant influence on all five domains of PCK. In teaching orientation, pre-service teachers embraced learner-centered strategies but raised concerns about AI’s pedagogical implications. For curricular knowledge, AI was useful in aligning instruction with standards, though participants emphasized its limitations in content depth. Instructional strategies were enhanced through AI-powered simulations and visuals, promoting interactivity. In the assessment, AI improved accuracy and efficiency, yet participants stressed the importance of teachers’ professional judgment. Lastly, regarding understanding learners, AI was seen as supportive, but concerns remained about its ability to address emotional and contextual learning factors.
Discussions: AI is instrumental in supporting learner-centered approaches, promoting differentiated instruction, and aligning lesson plans with curricular standards. These themes indicate that AI can enhance teacher preparedness by offering practical solutions for instructional planning and responding to the diverse needs of learners. Pre-service teachers leverage AI to create meaningful learning experiences and more efficient assessments, yet they also express valid concerns about overreliance, equity, and the need for human judgment. The themes collectively underscore the dual role of AI as an enabler of innovation and as a potential source of pedagogical tension. These findings emphasize the importance of integrating training in AI use within teacher education to inform policy at the classroom and institutional levels, promoting ethical and pedagogically sound practices.
Conclusions: Pre-service science teachers view AI as a helpful tool for lesson planning, assessment, and tailoring instruction to learner needs. AI supported teachers in generating materials, aligning lessons with curricular standards, and providing differentiated strategies. However, challenges such as overreliance on AI, risks to learners’ critical thinking, and the need for teacher oversight were also identified. While AI can enhance pedagogical content knowledge (PCK) and classroom practice, its effectiveness depends on thoughtful integration and continued professional development. These findings have implications, especially for educators and policymakers in comparable teacher education contexts, emphasizing the need to bridge the gap between technological advancement and pedagogical effectiveness.
L. S. Ligsanan, Rendel Batchar, C. J. Manguil· Suranaree Journal of Social...· 0 citations
The education system is undergoing rapid change with the use of Artificial Intelligence (AI) tools, giving educators new ways to make the most of their teaching and learning. Artificial Intelligence (AI) is revolutionizing the education system, offering educators new tools to enhance their teaching and learning. But the utility of these technologies is, to a large degree, tied to teachers' AI competence. This study makes comparisons in the teaching effectiveness of public secondary school teachers in Sindh province of Pakistan with respect to the impact of Artificial Intelligence Literacy. The data was obtained from the teachers in the public secondary schools using a structured questionnaire. On this basis, the data were then analyzed descriptively, followed by Pearson correlation and simple linear regression to analyze the correlation between AI literacy and teaching effectiveness. The findings indicate that the higher teachers are on the AI proficiency scale, the higher they are on the instructional planning, engagement, assessment and the use of classroom technology scales. AI tools educate teachers on what they can do and they feel more informed and competent in using AI to enable new approaches and make classrooms more engaging. The study highlights the importance of continuous professional development and training initiatives to promote AI literacy. It suggests that school authorities should offer teachers opportunities to develop their understanding and skills in AI to help them improve their teaching. The findings can contribute to the understanding of the implications for policy makers, school leaders and teacher educators who want to encourage effective use of technology in schools.
Tehniyat Noor, Afsheen Salahuddin, Aasma Younas et al.· SOCIAL PRISM· 0 citations