Journal of Research in Innovative Teaching & Learning最新文献

{"title":"ChatGPT in the classroom: navigating the generative AI wave in management education","authors":"R. Leelavathi, Reddy C. Surendhranatha","doi":"10.1108/jrit-01-2024-0017","DOIUrl":"https://doi.org/10.1108/jrit-01-2024-0017","url":null,"abstract":"PurposeThe study aims to explore the role of ChatGPT, an artificial intelligence (AI) language model, in the field of management education. Specifically, the goal is to evaluate ChatGPT's effectiveness in facilitating active learning, promoting critical thinking, and fostering creativity among students. Additionally, the study seeks to investigate the potential of ChatGPT as a novel tool for enhancing traditional teaching methods within the framework of management education.Design/methodology/approachThis research systematically explores ChatGPT's impact on student engagement in management education, considering AI integration benefits and limitations. Ethical dimensions, including information authenticity and bias, are scrutinized, alongside educators' roles in guiding AI-augmented learning.FindingsThe study reveals ChatGPT's effectiveness in engaging students, nurturing critical thinking, and fostering creativity in management education. Ethical concerns regarding information authenticity and bias are addressed. Insights from student and teacher perceptions offer valuable pedagogical implications for AI's role in management education.Research limitations/implicationsWhile this study offers valuable insights into the role of ChatGPT in management education, it is essential to acknowledge certain limitations. Firstly, the research primarily focuses on a specific AI model (ChatGPT), and findings may not be generalized to other AI language models. Additionally, the study relies on a specific set of educational contexts and may not fully capture the diverse landscape of management education globally. The duration of the research and the sample size could also impact the generalizability of the findings.Practical implicationsThe findings of this study hold practical significance for educators and institutions engaged in management education. The integration of ChatGPT into teaching strategies has the potential to improve active learning, critical thinking, and creativity. Educators can utilize this AI tool to diversify instructional methods and accommodate diverse learning styles. However, the practical implementation of AI in the classroom necessitates meticulous consideration of infrastructure, training, and ongoing support for both educators and students. Furthermore, institutions should proactively tackle ethical concerns and establish guidelines for the responsible use of AI in education.Social implicationsThe incorporation of AI, such as ChatGPT, in management education carries broader social implications. The study underscores the significance of addressing ethical concerns associated with AI, including issues related to information authenticity and bias. As AI becomes more widespread in educational settings, there is a necessity for societal discussions on the role of technology in shaping learning experiences. This research advocates for a thoughtful approach to AI adoption, emphasizing the importance of transparency, accountability, and inc","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"115 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665953","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}

{"title":"Examining the impact of a quasi-virtual internship on undergraduate career preparedness and team dynamics","authors":"Pamella Howell, Arun Aryal, Charleata Battle","doi":"10.1108/jrit-04-2024-0092","DOIUrl":"https://doi.org/10.1108/jrit-04-2024-0092","url":null,"abstract":"PurposeCareer preparedness is critical to successfully transitioning from college to a full-time work environment. Being prepared means students have the technical and non-technical skills to help an organization meet its strategic goals. In many instances, students lack the requisite career competencies and collaborative skills. This study proposes designing an instructor-led, career-driven quasi-virtual internship to address this issue and improve students’ preparedness and teamwork.Design/methodology/approachOur research integrates and expands the four-step processes outlined in instructional and course redesign theories, including analysis, design and development, implementation and evaluation. In the evaluation phase, a survey is used to collect data, and natural language processing is applied to identify the emerging themes. The sample included 104 undergraduate students enrolled in an information systems degree program, which resulted in a digital corpus of 40,744 words for analysis.FindingsResults indicate that the implementation of instructor-led quasi-virtual internships offered a comprehensive career experience comparable to an onsite or virtual company-sponsored internship in five notable areas: (1) application of technical knowledge, (2) critical thinking, (3) time management, (4) application of IT project management and (5) collaborative skills.Research limitations/implicationsOur study only evaluated participants in our treatment group. Future research should examine the differences between students who complete sponsored versus instructor-led quasi-virtual internships. Researchers can add a control group of students who receive a theoretically based capstone course. Future research can simulate randomized controlled trials (RCT) (Chalmers et al., 1981) to measure the effectiveness of quasi-virtual internships. A benefit of this research is that an open-ended survey allows for collecting rich, multifaceted primary data. The second limitation is that the study included only single-item questions. Future authors can create and validate a survey instrument based on the themes and concepts emanating from our investigation. For example, they can operationalize team dynamics and career preparedness using a reflective model in which the underlying construct drives the indicators, requiring multiple items to examine each construct (Coltman et al., 2008). Third, the sample size in the study was relatively small. We can increase the sample size using a time-series dataset with multiple measurement periods. The fourth limitation is context; this study was conducted at a public university; other institutions may have varied teaching approaches, student demographics and resources. By expanding our study using a multi-site approach (Ballantyne et al., 2012), we can increase cross-sectional sample sizes and improve the generalizability of the study’s results.Practical implicationsThis study provides several practical insights for educators by exa","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":" 352","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141669510","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}

{"title":"Evaluating the impact of students' generative AI use in educational contexts","authors":"Dwayne Wood, Scott H. Moss","doi":"10.1108/jrit-06-2024-0151","DOIUrl":"https://doi.org/10.1108/jrit-06-2024-0151","url":null,"abstract":"PurposeThe purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.Design/methodology/approachThe study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.FindingsThe study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.Research limitations/implicationsThe small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.Originality/valueThe study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":" 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673558","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}

{"title":"Epistemic fluency in virtual laboratories as flipped classroom’s innovative learning delivery","authors":"D. D. Errabo, Alexandra Janine Paguio, Patrick Andrei Enriquez","doi":"10.1108/jrit-03-2024-0052","DOIUrl":"https://doi.org/10.1108/jrit-03-2024-0052","url":null,"abstract":"PurposeDesign an innovative Flipped classroom’s Delivery through virtual laboratory.Design/methodology/approachThe fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of “action.” with the inclusiveness of “participation,” PAR establishes a “network” for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures.FindingsAs virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results.Originality/valueThe study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679066","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}

{"title":"AI-driven mobile application: unraveling students’ motivational feature preferences for reading comprehension","authors":"O. J. Chavez, Thelma Palaoag","doi":"10.1108/jrit-02-2024-0045","DOIUrl":"https://doi.org/10.1108/jrit-02-2024-0045","url":null,"abstract":"PurposeThis study investigates user preferences for motivational features aligned with self-determination theory (SDT), emphasizing autonomy, relatedness, and competency. The study seeks to identify the most appealing and effective motivational features in AI-driven mobile apps for fostering autonomy, promoting relatedness, and enhancing feelings of competency in the context of reading comprehension.Design/methodology/approachEmploying a mixed-methods research design based on the self-determination theory, the study used triangulation of methods to enhance the research findings' quality, completeness, validity, and understanding.FindingsBoth qualitative and quantitative findings showed similarities in the emphasis on personalization, progress tracking, social interaction, gamification, differences in specific feature preferences, and nuanced recommendations, highlighting the importance of a comprehensive and user-centric development approach.Research limitations/implicationsThe study design and sample size might constrain the statistical power and generalizability of the results. The study used a convenience sample of students from one school.Practical implicationsThe synthesis of findings suggests the need for a comprehensive development strategy that incorporates both the commonalities and nuanced recommendations from qualitative and quantitative data. Combining the strengths of both findings, a holistic user-centric approach that integrates personalization, progress tracking, social interaction, and gamification is crucial for effective app development. Recognizing that individual preferences may vary, developers should consider tailoring features to accommodate a range of user needs, as indicated by qualitative and quantitative insights.Originality/valueThis comprehensive approach contributes to advancing knowledge in AI-driven mobile applications and their impact on student motivation and reading comprehension in the Philippine context. Also, it provides valuable insights for designers and developers, contributing to creating engaging and user-friendly platforms that enhance reading comprehension skills.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"29 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685523","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}

{"title":"Optimizing differentiated podcasts to promote students’ self-regulation and engagement, self-efficacy and performance in asynchronous learning","authors":"D. D. Errabo, Alicia Dela Rosa, Luis Jose Mari Gonzales","doi":"10.1108/jrit-02-2024-0039","DOIUrl":"https://doi.org/10.1108/jrit-02-2024-0039","url":null,"abstract":"PurposeOur study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.Design/methodology/approachWe utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.FindingsThe study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.Research limitations/implicationsAlthough our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.Practical implicationsInnovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.Social implicationsThe study promotes equitable education, which eventually promotes learning outcomes of the students.Originality/","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685756","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}

{"title":"The effect of ChatGPT on EFL students' social and emotional learning","authors":"W. Bin-Hady, Jamal Kaid Mohammed Ali, Mustafa Ahmed Al-humari","doi":"10.1108/jrit-02-2024-0036","DOIUrl":"https://doi.org/10.1108/jrit-02-2024-0036","url":null,"abstract":"PurposeChat Generative Pre-trained Transformer (ChatGPT) has become everyone’s talk. It frightens many professionals, who worry about losing their jobs. ChatGPT may reconstruct some professions; some occupations may vanish while new ones may appear.Design/methodology/approachThis mixed-methods study explores whether and how the use of ChatGPT impacts English is taught as a foreign language (EFL) students' social and emotional learning (SEL). The study used a questionnaire and collected perception data from 57 EFL students. A discussion with seven EFL professors was also formulated to triangulate the findings.FindingsResults indicate that EFL students have high positive perceptions of using ChatGPT in their learning (M = 3.87). Results also showed that using ChatGPT has a moderate impact on EFL students' SEL (R = 514). This moderate effect was confirmed by the qualitative findings, which indicated that ChatGPT positively impacts EFL students' SEL by allowing them to practice conversation skills, aiding them in managing their emotional intelligence, providing them with feedback and reducing their anxiety. However, findings also indicated that ChatGPT reduces students' creativity and limits their emotional growth. Finally, the findings reported that for better use of ChatGPT, supervision is key.Originality/valueThis study recommends the use of ChatGPT in a way that helps students' creativity and emotional growth.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"5 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335337","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}

{"title":"Redefining creative education: a case study analysis of AI in design courses","authors":"Mohd Firdaus Naif Omran Zailuddin, Nik Ashri Nik Harun, Haris Abadi Abdul Rahim, A. F. Kamaruzaman, Muhammad Hawari Berahim, Mohd Hilmi Harun, Yuhanis Ibrahim","doi":"10.1108/jrit-01-2024-0019","DOIUrl":"https://doi.org/10.1108/jrit-01-2024-0019","url":null,"abstract":"PurposeThe purpose of this research is to explore the transformative impact of AI-augmented tools on design pedagogy. It aims to understand how artificial intelligence technologies are being integrated into educational settings, particularly in creative design courses, and to assess the potential advancements these tools can bring to the field.Design/methodology/approachThe research adopts a case-study approach, examining three distinct courses within a creative technology curriculum. This methodology involves an in-depth investigation of the role and impact of AI in each course, focusing on how these technologies are incorporated into different creative disciplines such as production design, fine arts, and digital artistry.FindingsThe research findings highlight that the integration of AI with creative disciplines is not just a passing trend but signals the onset of a new era in technological empowerment in creative education. This amalgamation is found to potentially redefine the boundaries of creative education, enhancing various aspects of the learning process. However, the study also emphasizes the irreplaceable value of human mentorship in cultivating creativity and advancing analytical thinking.Research limitations/implicationsThe limitations of this research might include the scope of the case studies, which are limited to three courses in a specific curriculum. This limitation could affect the generalizability of the findings. The implications of this research are significant for educational institutions, as it suggests the need for a balanced interaction between AI's computational abilities and the intrinsic qualities of human creativity, ensuring that the core essence of artistry is preserved in the age of AI.Originality/valueThe originality of this paper lies in its specific focus on the intersection of AI and creative education, a relatively unexplored area in design pedagogy. The value of this research is in its contribution to understanding how AI can be harmoniously integrated with traditional creative teaching methods. It offers insights for educational institutions preparing for this technological transformation, highlighting the importance of maintaining a balance between technological advancements and humanistic aspects of creative education.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"51 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338485","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}

{"title":"Fostering social-emotional learning through human-centered use of generative AI in business research education: an insider case study","authors":"Patrick Aure, Oriana Cuenca","doi":"10.1108/jrit-03-2024-0076","DOIUrl":"https://doi.org/10.1108/jrit-03-2024-0076","url":null,"abstract":"PurposeThis exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered artificial intelligence, social-emotional learning, and authenticity principles.Design/methodology/approachAn insider case study approach was employed to examine an undergraduate business research course where 72 students utilized GAI for coursework. Thematic analysis was applied to their meta-reflective journals.FindingsStudents leverage GAI tools as brainstorming partners, co-writers, and co-readers, enhancing research efficiency and comprehension. They exhibit authenticity and human-centered AI principles in their GAI engagement. GAI integration imparts relevant AI skills to students.Research limitations/implicationsFuture research could explore how teams collectively interact with GAI tools.Practical implicationsIncorporating meta-reflections can promote responsible GAI usage and develop students' self-awareness, critical thinking, and ethical engagement.Social implicationsOpen discussions about social perceptions and emotional responses surrounding GAI use are necessary. Educators can foster a learning environment that nurtures students' holistic development, preparing them for technological challenges while preserving human learning and growth.Originality/valueThis study fills a gap in exploring the delivery and outcomes of AI-integrated undergraduate education, prioritizing student perspectives over the prevalent focus on educators' viewpoints. Additionally, it examines the teaching and application of AI for undergraduate research, diverging from current studies that primarily focus on research applications for academics.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"53 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346979","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}

{"title":"AI technologies for social emotional learning: recent research and future directions","authors":"Surbhi Seema Sethi, Kanishk Jain","doi":"10.1108/jrit-03-2024-0073","DOIUrl":"https://doi.org/10.1108/jrit-03-2024-0073","url":null,"abstract":"PurposeThis study aims to explore the potential benefits of integrating Artificial Intelligence (AI) with Social Emotional Learning (SEL) in educational settings.Design/methodology/approachA systematic review of emerging AI technologies such as virtual reality, chatbots, sentiment analysis tools, gamification and wearable devices is conducted to assess their applicability in enhancing SEL.FindingsAI technologies present opportunities for personalized support, increased engagement, empathy development and promotion of well-being within SEL frameworks.Research limitations/implicationsFuture research should focus on addressing ethical concerns, fostering interdisciplinary collaborations, conducting longitudinal studies, promoting cultural sensitivity and developing robust ecosystems for AI in SEL.Originality/valueThis study contributes by outlining pathways for leveraging AI to create inclusive and supportive learning environments that nurture students' socio-emotional competencies, preparing them for success in a globally connected world.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"42 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098129","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}