Computers and Education Open最新文献

Learning metabolism with virtual reality to optimize biochemistry education in the Spanish-speaking region 利用虚拟现实学习代谢优化西语区生物化学教学

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2025-12-13 DOI: 10.1016/j.caeo.2025.100326

Rosa C. Lopez-Sanchez , Ana G. Rodriguez-Mendoza , Juan P. Nigenda-Alvarez , Lizette S. Hernandez-Cardenas , Luis M. Villela-Martinez , Jose A. Hernandez-Hernandez

{"title":"Learning metabolism with virtual reality to optimize biochemistry education in the Spanish-speaking region","authors":"Rosa C. Lopez-Sanchez , Ana G. Rodriguez-Mendoza , Juan P. Nigenda-Alvarez , Lizette S. Hernandez-Cardenas , Luis M. Villela-Martinez , Jose A. Hernandez-Hernandez","doi":"10.1016/j.caeo.2025.100326","DOIUrl":"10.1016/j.caeo.2025.100326","url":null,"abstract":"<div><div>Learning science is undoubtedly a challenge, considering that new generations have plenty external stimuli to overcome. Students are surrounded by digital experiences such as video games, animation and videos, etc., therefore, their way of learning has evolved to be more attached to visual and dynamic resources rather than to plain texts. Hence, the objective of this study was to design, implement, and evaluate a virtual reality environment as a microteaching mechanism for human metabolism, including the electron transport chain and oxidative phosphorylation. This was a pilot study used to evaluate the learning experience of a platform designed at our institution. The study included the design of Virtual Reality experience, the organization of activities and instructional design, and the evaluation of the knowledge acquired, as well as the students' perception of its usefulness. Nine groups of students from our institution's health entry programs, from different academic periods, were taught the electron transport chain and oxidative phosphorylation using Virtual Reality by different instructors. Their learning through Virtual Reality was compared to what they would have learned through 2D activities. The results showed that the level of knowledge increased significantly associated with the use of Virtual Reality compared to their traditional system (p<0.00001). A high percentage of students (>90%) found it beneficial to use Virtual Reality. The implementation of a Virtual Reality strategy for learning complex topics in metabolism provides a learning facilitator that students enjoy, promoting engagement, as it allows them to be transported to virtual scenarios in the actual \"digital world.\"</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100326"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145926874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student engagement with ChatGPT for educational tasks: Effects of inoculation training on verification intentions and behavior 学生参与ChatGPT教育任务：接种训练对验证意图和行为的影响

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2026-01-19 DOI: 10.1016/j.caeo.2026.100335

Chi B. Vu, James J. Cummings, Daniel Y. Park

{"title":"Student engagement with ChatGPT for educational tasks: Effects of inoculation training on verification intentions and behavior","authors":"Chi B. Vu, James J. Cummings, Daniel Y. Park","doi":"10.1016/j.caeo.2026.100335","DOIUrl":"10.1016/j.caeo.2026.100335","url":null,"abstract":"<div><div>Generative AI tools, especially ChatGPT, have become prevalent in education. Despite numerous benefits and convenience, potential risks such as hallucinations, misinformation, and limitations in advanced problem-solving underscore the need for inoculation training to safeguard students from these threats. International EFL students might be particularly vulnerable to the risks associated with ChatGPT due to their high demand for language and academic assistance, which can be provided through this tool. This study investigated whether an inoculation message would enhance students’ intentions to verify information provided by ChatGPT and encourage them to do so. The study employed a 2 (student status: domestic vs. international EFL) x 2 (inoculation status: inoculated vs. non-inoculated) x 2 (time: pre-test vs. post-test) mixed factorial design. This two-part study revealed that a generic inoculation message containing forewarnings prompted students to exhibit a higher level of caution when interacting with ChatGPT, as evidenced by their verification of ChatGPT-generated answers in the academic-source-summary task. Students who received inoculation training were more likely to verify the academic-source-summary task compared to those who did not receive the message. The inoculation intervention did not have a significant impact on their intentions to verify information provided by ChatGPT. The findings from this research provide educators, curriculum developers, and administrators with insights into improving and better delivering training programs tailored to different groups of students, helping them safely utilize generative AI tools.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100335"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146038188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptualizing pre-service teachers' readiness for AI integration into teaching practices: An intelligent-TPACK approach 概念化职前教师将人工智能融入教学实践的准备：一种智能tpack方法

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2025-11-29 DOI: 10.1016/j.caeo.2025.100320

José Reyes-Rojas , Brayan Díaz , Camila Ruz-Reveco , Angela Castro , David Reyes-González

{"title":"Conceptualizing pre-service teachers' readiness for AI integration into teaching practices: An intelligent-TPACK approach","authors":"José Reyes-Rojas , Brayan Díaz , Camila Ruz-Reveco , Angela Castro , David Reyes-González","doi":"10.1016/j.caeo.2025.100320","DOIUrl":"10.1016/j.caeo.2025.100320","url":null,"abstract":"<div><div>Pre-service teachers can play a crucial role in integrating AI-based tools into the new educational landscape. However, there is a need to validate specialized instruments, apply current conceptualizations such as intelligent-TPACK, and address ethical issues, as pre-service teachers are often overlooked in the development of tools for AI integration. To address these gaps, we adapted a previously existing instrument designed for in-service teachers to measure pre-service teachers’ integration of AI within their training context. We conducted a quantitative cross-sectional survey with a total of 366 pre-service teachers to evaluate the adapted intelligent-TPACK instrument and examine participants' demographic characteristics related to the framework dimensions. Data analysis included a Confirmatory Factor Analysis to assess the factor model of the adapted instrument, followed by correlations to compare participant variables such as gender, type of university, and stage in the training program with the Intelligent-TPACK model factors. To investigate the differences among groups, the nonparametric ANCOVA test (Quade test) was utilized, enabling the control of covariates like age and academic progress level to ensure comparability across the dimensions of the Intelligent-TPACK model. Findings reveal a high fit of the Intelligent-TPACK model for pre-service teachers (CFI=0.997; TLI=0.997). The data also shows statistically significant effects related to academic progress level and type of institution, while factors -gender, geographic location, and type of major- did not demonstrate noteworthy differences. These results highlight key areas for future curriculum development and support for pre-service teachers in integrating AI education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100320"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unpacking ethics-domain of intelligent-TPACK scale in relation to in-service teachers’ trust and distrust 解开智能tpack量表伦理域与在职教师信任与不信任的关系

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2025-12-04 DOI: 10.1016/j.caeo.2025.100321

Ceren Ocak , Secil Caskurlu

{"title":"Unpacking ethics-domain of intelligent-TPACK scale in relation to in-service teachers’ trust and distrust","authors":"Ceren Ocak , Secil Caskurlu","doi":"10.1016/j.caeo.2025.100321","DOIUrl":"10.1016/j.caeo.2025.100321","url":null,"abstract":"<div><div>This multiple case study explores how in-service teachers’ technical knowledge of artificial intelligence (AI) relates to their trust in using AI in educational contexts, and how this trust is shaped by their ethical perceptions. Framed within the Ethics dimension of the Intelligent-TPACK framework (Celik, 2023), this study focuses on four ethical constructs (i.e., transparency, fairness, accountability, and inclusiveness) as indicators of ethical AI and examines how teachers’ trust plays out in relation to these constructs. Data were drawn from written reflections of seven in-service teachers teaching across K-12 levels. These reflections were collected following their participation in a two-week, AI-focused online learning module designed to foster both technical and ethical understanding as part of a graduate-level computer science and instructional technology course. Findings suggest that without solid foundational technical knowledge, teachers often struggle to recognize how human decisions shape AI systems and outcomes. Moreover, the ethical constructs were found to be deeply interconnected and dynamic, with some constructs (e.g., fairness and accountability) often emerging together. In addition, while teachers frequently referred to fairness, inclusiveness, and accountability concerns, other ethical constructs such as transparency and human accountability in decision-making were not addressed nearly as often, emerging as areas that need greater attention in teacher education initiatives. Overall, these insights highlight the ways teachers’ classroom priorities influence how they interpret and engage with ethical considerations in AI, offering important implications for defining and operationalizing the Ethics dimension of Intelligent-TPACK in teacher education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100321"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Motivation to shape the future of education with Artificial Intelligence: An international comparison between Switzerland and China 用人工智能塑造未来教育的动力：瑞士与中国的国际比较

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2025-12-16 DOI: 10.1016/j.caeo.2025.100327

Judit Martínez-Moreno , Xinyan Zhou , Dominik Petko , Thomas K.F. Chiu

{"title":"Motivation to shape the future of education with Artificial Intelligence: An international comparison between Switzerland and China","authors":"Judit Martínez-Moreno , Xinyan Zhou , Dominik Petko , Thomas K.F. Chiu","doi":"10.1016/j.caeo.2025.100327","DOIUrl":"10.1016/j.caeo.2025.100327","url":null,"abstract":"<div><div>As digital technologies and Artificial Intelligence (AI) continue to reshape educational environments, understanding the motivations of student teachers is critical to developing effective teacher education programmes. This study cross-culturally validates the (D) FIT-Choice (Digital Factors Influencing Teaching Choice) scale and examines motivational differences among 416 student teachers in Switzerland and China. The results offer partial validation of the (D)FIT-Choice scale, with several higher-order factors demonstrating acceptable to strong internal consistency, but limitations in model fit for some factors, indicating the need for further refinement to ensure cross-cultural applicability. When comparing the motivations of Swiss and Chinese student teachers, Swiss student teachers reported stronger social utility values and intrinsic motivations than their Chinese counterparts, suggesting a focus on personal fulfilment, social contribution and aligning career choice with personal identity, possibly shaped by Switzerland's individualistic culture and civic engagement. In contrast, Chinese student teachers showed higher perceived digital teaching competence and greater enthusiasm for integrating AI into education, differences that may reflect national educational strategies and technological infrastructures, such as China's long-standing investment in educational digitalisation and the presence of AI-focused education initiatives. These results reveal different levels of willingness to shape the future of education with AI, highlighting how cultural and systemic factors influence the motivation of student teachers. In general, this study highlights how sociocultural, economic and technological contexts shape the motivations of future teachers, emphasising the importance of adapting teacher education to local contexts to prepare future teachers to actively participate in the digital transformation of education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100327"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustaining innovation: Teacher perspectives on content and language integrated learning (CLIL) and digital tool integration in Albanian online education 持续创新：阿尔巴尼亚在线教育中教师对内容和语言整合学习（CLIL）以及数字工具整合的看法

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2025-12-29 DOI: 10.1016/j.caeo.2025.100328

Gerda Sula , Merita Hoxha

{"title":"Sustaining innovation: Teacher perspectives on content and language integrated learning (CLIL) and digital tool integration in Albanian online education","authors":"Gerda Sula , Merita Hoxha","doi":"10.1016/j.caeo.2025.100328","DOIUrl":"10.1016/j.caeo.2025.100328","url":null,"abstract":"<div><div>This study explores the perceptions and experiences of secondary school teachers in Albania who implemented Content and Language Integrated Learning (CLIL) combined with digital tools, particularly EdPuzzle, in teaching natural sciences subjects during and after the COVID-19 pandemic (online and face to face). The research focuses on understanding the long-term impact of these methodologies on teaching practices and their potential for continued use in an ever-changing educational landscape. A phenomenological approach was employed to gather in-depth insights through semi-structured interviews, capturing thirty language and natural sciences teachers' reflections on the benefits, challenges, and future possibilities of integrating CLIL with video-based learning tools. Using phenomenological approach, the findings reveal that the teachers observed significant improvements in student engagement, comprehension, and autonomy through the use of CLIL and EdPuzzle. However, they also highlighted challenges related to technological access and the need for ongoing professional development. The study concludes that while the innovative teaching methods fostered during the pandemic have the potential for sustainable use, their success hinges on continued support and adaptation to the evolving educational context in Albania. Recommendations include the integration of CLIL into broader curriculum design, the provision of resources and training for teachers, and further research into the scalability of these practices across different educational settings.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100328"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145926875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethical conditions for university students’ adoption of large language models in exam preparation contexts 大学生在备考环境中采用大型语言模型的伦理条件

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2025-12-13 DOI: 10.1016/j.caeo.2025.100323

Antonio Pérez-Portabella , Mario Arias-Oliva , Graciela Padilla-Castillo , Jorge de Andrés-Sánchez

{"title":"Ethical conditions for university students’ adoption of large language models in exam preparation contexts","authors":"Antonio Pérez-Portabella , Mario Arias-Oliva , Graciela Padilla-Castillo , Jorge de Andrés-Sánchez","doi":"10.1016/j.caeo.2025.100323","DOIUrl":"10.1016/j.caeo.2025.100323","url":null,"abstract":"<div><div>Large Language Models (LLMs), have become a disruptive force in higher education, assisting students in tasks such as summarizing content, clarifying concepts, and preparing for exams. Their rapid adoption has generated both enthusiasm and ethical concern, particularly regarding fairness and responsible use in assessment contexts. This study examines whether university students’ ethical perceptions regarding the use of LLMs for exam preparation influence their intention to use them (IU), and whether this intention, in turn, affects their actual use (USE). Data were collected from 151 undergraduate students enrolled in Spanish universities. Ethical perceptions were measured using the Multidimensional Ethics Scale (MES), which captures three normative perspectives: moral equity (ME), consequentialism (CO), and deontology (DE). The first research objective (RO1) was to determine whether a minimum threshold in each ethical dimension is required for students to form the intention to use LLMs. The second (RO2) assessed whether higher ethical evaluations lead to greater acceptance and use. Necessary Condition Analysis revealed that all three ethical dimensions are necessary conditions for IU (ME: <em>d</em> = 0.338; CO: <em>d</em> = 0.274; DE: <em>d</em> = 0.207; all <em>p</em> < 0.001). Partial Least Squares-Structural Equation Modeling showed that only CO (β = 0.350, <em>p</em> < 0.001) and DE (β = 0.329, <em>p</em> < 0.001) exert statistically significant and sufficient effects on IU, while ME does not (β = 0.108, <em>p</em> = 0.414). Finally, IU is both a necessary (<em>d</em> = 0.325, <em>p</em> < 0.001) and sufficient predictor of USE (β = 0.905, <em>p</em> < 0.001). The findings highlight that ethical reasoning is central to the responsible adoption of LLMs in exam preparation, offering practical guidance for educators and institutions promoting academic integrity.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100323"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An experimental study exploring human–AI complementarity in early social-emotional learning 一项探索人类在早期社交情绪学习中的互补性的实验研究

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2026-01-08 DOI: 10.1016/j.caeo.2026.100331

Doris Kristina Raave , Tyler Colasante , Eric Roldan Roa , Juan Carlos Ramos Martinez , Hongtao Li , Sayan Mukherjee , Tina Malti

{"title":"An experimental study exploring human–AI complementarity in early social-emotional learning","authors":"Doris Kristina Raave , Tyler Colasante , Eric Roldan Roa , Juan Carlos Ramos Martinez , Hongtao Li , Sayan Mukherjee , Tina Malti","doi":"10.1016/j.caeo.2026.100331","DOIUrl":"10.1016/j.caeo.2026.100331","url":null,"abstract":"<div><div>Many children are not receiving crucial social-emotional learning (SEL) support due to systemic constraints, such as high educator workload and training burdens. Pedagogical conversational agents (PCAs)—generative AI-powered virtual characters trained to converse with students like a teacher—offer promising solutions that could extend to SEL. However, the current affective-computing capacities of PCAs may be limiting, as SEL facilitation requires deeper emotional and relational attunement than cognition-heavy subjects (e.g., literacy, numeracy). The emotional and relational skills of human educators likely confer benefits beyond those of PCAs in SEL instruction. Despite this potential complementarity, no studies have experimentally assessed the relative performance of PCAs and educators in SEL contexts. It remains unclear if and how PCAs can help educators close the SEL gap. In this study, we used a controlled comparison to reveal complementary strengths, comparing the performance of a PCA to that of human educators when independently facilitating story-based SEL activities with a static AI child. We used a static AI child to help ensure that any performance differences could be attributed to facilitator type. The PCA (<em>n</em> = 18 simulations) and educators (<em>n</em> = 18) each delivered three SEL activities (<em>N</em> = 108 observations). Expert raters, blind to facilitator type, coded dialogue excerpts for evidence-based SEL support techniques and indicators of pedagogical quality. A mixed ANOVA and <em>t</em>-tests revealed significant differences. The PCA showed strengths in basic relational and instructional domains, maintaining respectful tone and routinely providing procedural scaffolding. Educators showed strengths in deeper SEL instruction, guiding reflection and promoting social-emotional knowledge. We discuss implications for SEL through the lens of human–AI complementarity.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100331"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal insights into AI in education: Usage, ethics, and policy development in higher education 人工智能在教育中的纵向洞察：高等教育中的使用、伦理和政策发展

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2026-01-01 DOI: 10.1016/j.caeo.2025.100329

Luke Parker , A. Jane Loper , Christopher W. Carter , Josh Hayes , Alice Karakas

{"title":"Longitudinal insights into AI in education: Usage, ethics, and policy development in higher education","authors":"Luke Parker , A. Jane Loper , Christopher W. Carter , Josh Hayes , Alice Karakas","doi":"10.1016/j.caeo.2025.100329","DOIUrl":"10.1016/j.caeo.2025.100329","url":null,"abstract":"<div><div>Since the launch of ChatGPT in November of 2022, its role in education has been a focal point of debate, with discussions centering on whether it will revolutionize learning, prove to be a temporary trend, or mark a significant technological shift. While initial studies have explored artificial intelligence's (AI) impact on specific classes and institutions, there has been a severe lack of longitudinal research within teacher education programs. This study addresses this gap by analyzing four semesters of data on the evolving use and ethical perceptions of generative AI among students in a teacher education program at a university in the Midwestern United States. Surveys conducted with over 300 students over this time reveal the growing use of GenAI in their educational practices. The findings indicate significant growth in the use of AI for assessment preparation and studying, with usage rates rising from 57 % to 83 % and 44 % to 76 %, respectively. The study also examined the ethical considerations surrounding AI use, identifying ongoing uncertainty and a statistically significant difference in ethical perceptions between AI users and non-users. Additionally, the research highlighted how students perceived the integration of AI into teaching and its impact on academic performance. Findings emphasize the need for teacher education programs to incorporate AI training and address ethical concerns comprehensively and formally.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100329"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Harnessing artificial intelligence for preservice teachers’ development: A scoping review of applications, benefits, and challenges 利用人工智能促进职前教师发展：应用、利益和挑战的范围审查

IF 5.7

Computers and Education Open Pub Date : 2026-06-01 Epub Date: 2026-01-07 DOI: 10.1016/j.caeo.2026.100330

Liu Ziying , Hu Yongchun , Zhang Qiaoping

{"title":"Harnessing artificial intelligence for preservice teachers’ development: A scoping review of applications, benefits, and challenges","authors":"Liu Ziying , Hu Yongchun , Zhang Qiaoping","doi":"10.1016/j.caeo.2026.100330","DOIUrl":"10.1016/j.caeo.2026.100330","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) into teacher education is profoundly reshaping the professional development of preservice teachers. This scoping review examines the application of AI in this context, aiming to delineate its characteristics, benefits, and challenges. Following the PRISMA-ScR guidelines, this study conducted a systematic search of three academic databases (Web of Science, ScienceDirect, and EBSCOhost) for empirical research published between 2020 and 2025. After screening an initial pool of literature, 55 studies were included for analysis. The findings reveal a diverse landscape of AI applications, technologies, and subject distributions in preservice teacher development. The analysis indicates that AI can significantly enhance various competencies, including instructional design, subject-specific instruction, practical teaching skills, evaluation efficiency, reflective practice, critical thinking, technology integration, and pedagogical innovation. However, several challenges were identified, encompassing technical limitations, the risk of over-reliance, ethical and social concerns, and barriers to implementation. This review advocates for a proactive approach to leveraging AI’s innovative potential while reducing its associated risks. Future research should focus on the continual evaluation and adaptation of AI tools to ensure they effectively support and advance the professional development of preservice teachers.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100330"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0