University of Kwazulu-Natal

Exploring New Horizons Generative Artificial Intelligence And Teacher

Bonisiwe Shabane
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exploring new horizons generative artificial intelligence and teacher

Faculty, staff, students and alumni affiliated with Arizona State University’s Mary Lou Fulton Teachers College participated in 18 sessions at the Society for Information Technology in Teacher Education 2024 conference in Las Vegas. Many of the presentations focused on ways that Generative AI is supporting and creating new challenges for teaching and learning. SITE is an international, academic association that promotes research, scholarship and innovation across its interdisciplinary membership. The March 25-29 event included representation of students from MLFTC’s Learning, Literacies and Technologies, PhD program, and featured a keynote by Punya Mishra, MLFTC professor and associate dean of scholarship and innovation. Topics shared by MLFTC-affilated attendees included: Humanities and Social Sciences Communications , Article number: (2025) Cite this article

We are providing an unedited version of this manuscript to give early access to its findings. Before final publication, the manuscript will undergo further editing. Please note there may be errors present which affect the content, and all legal disclaimers apply. Although Generative Artificial Intelligence (GenAI) offers transformative opportunities for higher education, its adoption by educators remains limited, primarily due to trust concerns. This systematic literature review aims to synthesise peer-reviewed research conducted between 2019 and August 2024 on the factors influencing educators’ trust in GenAI within higher education institutions. Using PRISMA 2020 guidelines, this study identified 37 articles at the intersection of trust factors, technology adoption, and GenAI impact in higher education from educators’ perspectives.

Our analysis reveals that existing AI trust frameworks fail to capture the pedagogical and institutional dimensions specific to higher education contexts. We propose a new conceptual model focused on three dimensions affecting educators’ trust: (1) individual factors (demographics, pedagogical beliefs, sense of control, and emotional experience), (2) institutional strategies (leadership support, policies, and training support),... Our findings reveal a significant gap in institutional leadership support, whereas professional development and training were the most frequently mentioned strategies. Pedagogical and socio-ethical considerations remain largely underexplored. The practical implications of this study emphasise the need for institutions to strengthen leadership engagement, align GenAI adoption strategies with educators’ values, and develop comprehensive training frameworks that address ethical and pedagogical concerns. This work contributes a multidimensional view of educators’ trust in GenAI and provides a foundation for future research.

The datasets used in the current study are available from the authors upon reasonable request. Aler Tubella A, Mora-Cantallops M, Nieves JC (2024) How to teach responsible AI in higher education: challenges and opportunities. Ethics Inf Technol 26(1):3. https://doi.org/10.1007/s10676-023-09733-7 This article reflects on the transformative nature of generative AI (GenAI) tools for teaching and teacher education, both reflecting on current innovation and consider future potentials and challenges. In that sense, we aim to position the field of education going forward with the implications of new technologies like GenAI for education and educational research.

We argue the need for a dual-lens approach. First and foremost, practice and research should focus on the here-and-now, i.e. how to design powerful learning experiences for pre-service and in-service teachers for them to be productive, creative, critical, and ethical users. But there is also a need for a deeper, longer view—based on sociological and historical trends and patterns that will influence the socio-techno-cultural matrix within which education functions in the long term. We begin with a brief introduction to GenAI technologies. This is followed by an in-depth discussion of the fundamental nature of GenAI tools—their similarities and differences to prior technologies, and the implications for teacher education and research.

This is a preview of subscription content, log in via an institution to check access. Price excludes VAT (USA) Tax calculation will be finalised during checkout. AAP-AACAP-CHA Declaration of a National Emergency in Child and Adolescent Mental Health. (2021). American Academy of Pediatrics. Retrieved January 18, 2024, from https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/

Al-Sibai, N. (2023). Google surprised when experimental AI learns language it was never trained on. The Byte. Retrieved January 18, 2024, from https://futurism.com/the-byte/google-ai-bengali You have XXXXXX left today.

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Faculty, Staff, Students And Alumni Affiliated With Arizona State University’s

Faculty, staff, students and alumni affiliated with Arizona State University’s Mary Lou Fulton Teachers College participated in 18 sessions at the Society for Information Technology in Teacher Education 2024 conference in Las Vegas. Many of the presentations focused on ways that Generative AI is supporting and creating new challenges for teaching and learning. SITE is an international, academic as...

We Are Providing An Unedited Version Of This Manuscript To

We are providing an unedited version of this manuscript to give early access to its findings. Before final publication, the manuscript will undergo further editing. Please note there may be errors present which affect the content, and all legal disclaimers apply. Although Generative Artificial Intelligence (GenAI) offers transformative opportunities for higher education, its adoption by educators ...

Our Analysis Reveals That Existing AI Trust Frameworks Fail To

Our analysis reveals that existing AI trust frameworks fail to capture the pedagogical and institutional dimensions specific to higher education contexts. We propose a new conceptual model focused on three dimensions affecting educators’ trust: (1) individual factors (demographics, pedagogical beliefs, sense of control, and emotional experience), (2) institutional strategies (leadership support, p...

The Datasets Used In The Current Study Are Available From

The datasets used in the current study are available from the authors upon reasonable request. Aler Tubella A, Mora-Cantallops M, Nieves JC (2024) How to teach responsible AI in higher education: challenges and opportunities. Ethics Inf Technol 26(1):3. https://doi.org/10.1007/s10676-023-09733-7 This article reflects on the transformative nature of generative AI (GenAI) tools for teaching and teac...

We Argue The Need For A Dual-lens Approach. First And

We argue the need for a dual-lens approach. First and foremost, practice and research should focus on the here-and-now, i.e. how to design powerful learning experiences for pre-service and in-service teachers for them to be productive, creative, critical, and ethical users. But there is also a need for a deeper, longer view—based on sociological and historical trends and patterns that will influen...