Artificial Intelligence-Critical Pedagogic: Design and Psychologic Validation of a Teacher-Specific Scale for Enhancing Critical Thinking in Classrooms

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-04-23 DOI:10.1111/jcal.70039

Ali Alqarni

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引用次数: 0

Abstract

Background

Critical thinking is essential in modern education, and artificial intelligence (AI) offers new possibilities for enhancing it. However, the lack of validated tools to assess teachers' AI-integrated pedagogical skills remains a challenge.

Objectives

The current study aimed to develop and validate the Artificial Intelligence-Critical Pedagogy Scale (AICPS) to measure teachers' ability to use AI in fostering critical thinking.

Methods

This study was conducted in Saudi Arabia and consisted of two phases. Phase 1 involved item development through a literature review and semi-structured interviews with 17 secondary school teachers, leading to an initial pool of 100 items. After expert reviews and a pilot study, the scale was refined to 47 items. Phase 2 evaluated the psychometric properties of the scale through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), exploratory graph analysis (EGA), reliability assessments and measurement invariance testing across gender. The final sample included 800 secondary school teachers.

Results and Conclusions

EFA confirmed a four-factor structure with 39 items. The four factors were Competence in Creating Critical Thinking-Oriented Learning Environments (CCCTOLE), Ability to Provide Dynamic and Innovative Feedback (APDIF), Understanding and Interaction with Emerging Learning Technologies (UIELT) and Creativity in Designing Transformative Learning Activities (CDTLA). CFA demonstrated a good model fit (χ²/df = 3.24, RMSEA = 0.075, CFI = 0.916 and TLI = 0.909). EGA further supported the four-factor structure. Internal consistency was excellent, with Cronbach's alpha and McDonald's omega above 0.70 for all subscales. Measurement invariance testing confirmed that the scale functions equivalently across gender groups. The AICPS is a reliable and valid tool for assessing teachers' AI-based critical pedagogy skills. Its demonstrated gender invariance suggests its applicability across diverse educational contexts. This scale can guide future teacher training and policy decisions in AI-driven education.

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人工智能批判性教学法：教师专用量表的设计和心理验证，以增强课堂上的批判性思维

批判性思维在现代教育中至关重要，而人工智能（AI）为增强批判性思维提供了新的可能性。然而，缺乏有效的工具来评估教师的人工智能集成教学技能仍然是一个挑战。本研究旨在开发和验证人工智能关键教学法量表（AICPS），以衡量教师使用人工智能培养批判性思维的能力。方法本研究在沙特阿拉伯进行，分为两个阶段。第一阶段包括通过文献综述和对17名中学教师的半结构化访谈来开发项目，最终形成了100个项目的初始库。经过专家评审和初步研究，量表被细化为47个项目。第二阶段通过探索性因子分析（EFA）、验证性因子分析（CFA）、探索性图分析（EGA）、信度评估和跨性别测量不变性检验来评估量表的心理测量特性。最终样本包括800名中学教师。结果与结论EFA具有39个项目的四因子结构。这四个因素分别是创造批判性思维导向学习环境的能力（CCCTOLE）、提供动态和创新反馈的能力（APDIF）、对新兴学习技术的理解和互动能力（UIELT）和设计变革性学习活动的创造力（CDTLA）。CFA证明了良好的模型拟合（χ2/df = 3.24, RMSEA = 0.075, CFI = 0.916, TLI = 0.909）。EGA进一步支持四要素结构。内部一致性非常好，Cronbach's α和McDonald's ω在所有分量表中都在0.70以上。测量不变性检验证实了量表在不同性别群体中的作用是相同的。AICPS是评估教师基于人工智能的批判性教学法技能的可靠和有效的工具。它的性别不变性表明它适用于不同的教育背景。该量表可以指导未来人工智能驱动教育中的教师培训和政策决策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope