The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT’s role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI’s complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study’s insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

This research study explored the perspectives of 20 educational technologists from four Saudi Arabian universities regarding the integration of AI-powered technology, particularly ChatGPT, into online higher education. The study used a qualitative research method that relied on the principles of theoretical sampling to select participants and conducted in-depth interviews to collect their insights. The approach taken for data analysis was thematic analysis, which uncovered a rich range of insights on both the challenges and opportunities associated with students’ use of AI-integrated technology in the context of online higher education. Ten significant challenges emerged that shed light on the complexities and intricacies of integrating AI-powered technology into educational environments. These challenges included issues related to technological infrastructure, pedagogical adaptation, and the need for comprehensive training programs to empower both teachers and learners. Additionally, eight threats were examined that highlighted concerns about data security, privacy, and potential risks associated with AI technology in educational institutions. This study not only provided a comprehensive overview of the current landscape of AI-integrated technology in Saudi Arabian higher education, but also provided valuable insights for education stakeholders, technologists, and policy makers. It underscored the necessity of proactive measures to mitigate challenges and threats while harnessing the opportunities presented by AI technology to enhance the quality and effectiveness of online higher education.

This study aimed to present a comprehensive bibliometric analysis of 1,726 academic studies from among those indexed by the Web of Science database platform between 2013 and 2023, to provide a general framework for the concept of artificial intelligence in education (AIEd). Trends in publications and citations across countries, institutions, academic journals, and authors were identified, as well as collaborations among these elements. Several bibliometric analysis techniques were applied, and for each analysis, the motivations behind the execution and method of producing findings were documented. Our findings showed that the number of studies on the concept of AIEd has increased significantly over time, with the U.S. and China being the most common countries of origin. Institutions in the U.S. stand out from those around the world. Pioneering journals in education have also emerged as prominent in the field of AIEd. On the other hand, collaboration between authors has been limited. The study was supplemented with keyword analysis to reveal thematic AIEd concepts and to reflect changing trends. For those exploring artificial intelligence in education, our insights on popular topics offer valuable guidance toward greater understanding of the latest advancements and key research areas.

This study examines the effects of corrective feedback (CF) on language learners’ writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental design with pretest and posttest measures, one class received feedback from the teacher, one from the Poe application, and the third received no response to their writing. Data were generated though tests and a writing anxiety scale developed for the study. Data analysis, conducted using one-way ANOVA tests, revealed significant effects of teacher and AI-generated feedback on learners’ writing anxiety, accuracy, and fluency. Interestingly, the group that received AI-generated feedback performed better than the group that received teacher feedback or no AI support. Additionally, learners in the AI-generated feedback group experienced a more significant reduction in writing anxiety than their peers. These results highlight the remarkable impact of AI-generated CF on improving writing outcomes and alleviating anxiety in undergraduate language learners at East China University of Political Science and Law . The study demonstrates the benefits of integrating AI applications into language learning contexts, particularly by promoting a supportive environment for students to develop writing skills. Educators, researchers, and developers can use these findings to inform pedagogical practices and technological interventions to optimize the language learning experience in primary school settings. This research highlights the effectiveness of AI-driven applications in language teaching. It highlights the importance of considering learners’ psychological well-being, particularly anxiety levels, when developing effective language learning interventions.

The release of ChatGPT has marked the dawn of a new information revolution that will transform how people communicate and make meaning. However, to date, little is known about the implications of ChatGPT for L2 composition instruction. To address this gap, the present study uses a systematic review design to synthesize available research on the educational potentials of ChatGPT as an instructional assistant, outline the implications of these potentials for L2 writing instruction, and discuss their practical applications. The findings, based on a meta-analysis of 42 research articles, demonstrate that ChatGPT can enhance L2 writing instruction by boosting learners’ motivation, automating instructional tasks, and offering instantaneous, personalized feedback to learners. These findings have important implications for harnessing the instructional potential of generative AI in L2 writing classes.

Table of Contents Farhad Saba, Ph. D. (c) All rights reserved ERTI’s Exceptional Team ERTI unit managers, radio and television producers, graphic artists and set designers, educational technologists, educational evaluators, researchers and the many broadcast engineers and technicians who made ERTI possible were creative, energetic, enthusiastic and forward-looking young women and men. They embodied the […]

Educational Broadcasting in Iran in the 1960s and 1970s (1) INTRODUCTION BACKGROUND RESLUTS AND CONSEQUENCES REFERENCES KEYWORDS Educational Broadcasting in Iran in the 1960s and 1970s (2) ERTI’S EXCEPTIONAL TEAM HIGH-LEVEL SUPPORT OF NIRT LEADERSHIP FOR ERTI

Table of Contents FARHAD SABA, Ph. D. (C) All rights reserved INTRODUCTION THE 1960s and the 1970s were exciting, effervescent, and consequential times for Iran. After decades of disenchantment because of overt foreign intervention and domestic turmoil there was relative calm in political conditions. This period of tranquility promised a new beginning for the country. […]

Post-Pandemic Future: Implications for Privacy The time has come for privacy to expand beyond compliance to include determinations about what should be protected and consideration of ethical implications, balancing institutional priorities with the rights of individuals. The intersection of issues including COVID-19, student success, and the emergence of the chief privacy officer (CPO) role highlights […]