| Title: |
Empowering Educators for the AI Revolution: Bridging Gaps in Preparedness and Equity in Classrooms |
| Language: |
English |
| Authors: |
Samra Maqbool (ORCID 0000-0001-5958-3800); Hafiz Muhammad Ihsan Zafeer (ORCID 0000-0002-8757-9478); Sufyan Maqbool (ORCID 0009-0007-6290-1305); Ayesha Tariq (ORCID 0009-0001-9222-9544); Amjad Islam Amjad (ORCID 0000-0002-4250-7526) |
| Source: |
International Journal of Technology in Education. 2025 8(4):1129-1145. |
| Availability: |
International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Artificial Intelligence; Technology Uses in Education; Teacher Competencies; Readiness; Technology Integration; Technological Literacy; Ethics; Faculty Development; Access to Computers; Program Implementation; Correlation; Foreign Countries; Elementary Secondary Education |
| Geographic Terms: |
Pakistan |
| ISSN: |
2689-2758 |
| Abstract: |
The integration of Artificial Intelligence (AI) in education offers transformative opportunities for personalized learning and efficient instructional practices. However, the successful adoption of AI in classrooms is contingent upon teachers' preparedness, technological literacy, and understanding of ethical considerations. This study examined how these factors alongside professional development and access to technology influence the effective implementation of AI tools in classrooms. A quantitative research design involved 210 teachers from nine schools in Punjab, Pakistan, was employed, utilizing structured questionnaires to collect data on these variables. The findings revealed significant positive correlations between technological literacy, professional development, and access to technology with the effective use of AI tools. Ethical considerations, while moderately correlated, showed lower statistical significance, underscoring the need for more focus in this area. Access to technology emerged as the strongest predictor of successful AI implementation, highlighting disparities in infrastructure as a critical barrier, particularly in under resourced schools. The study underscores the necessity of holistic strategies to empower educators through targeted training, ethical literacy, and equitable resource allocation. By addressing these factors, schools can unlock AI's potential to enhance teaching and learning while promoting inclusivity and innovation in education. The findings provide actionable recommendations for policymakers and educators to bridge gaps in preparedness and equity. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1486599 |
| Database: |
ERIC |