Pre-service technology teachers demonstrate modest overall advantages in AI literacy compared to secondary technical students, with competency-level gains concentrated in understanding intelligence and programmability, yet no between-group differences eme
Pre-service technology teachers demonstrate modest overall advantages in AI literacy compared to secondary technical students with competency-level gains concentrated in understanding intelligence and programmability yet no between-group differences emerge in... continue
While higher exposure to AI tools and greater adult supervision significantly reduce privacy-related negative experiences among K-12 students, self-perceived understanding of data protection does not correlate with improved outcomes, revealing a critical
While higher exposure to AI tools and greater adult supervision significantly reduce privacy-related negative experiences among K- students self-perceived understanding of data protection does not correlate with improved outcomes revealing... continue
AI technologies can effectively bridge persistent K–12 learning gaps by personalizing instruction, enhancing accessibility, and empowering educators, but realizing this potential requires equitable access, ethical data practices, and maintaining the essen
AI technologies can effectively bridge persistent K ndash learning gaps by personalizing instruction enhancing accessibility and empowering educators but realizing this potential requires equitable access ethical data practices and maintaining... continue
Embracing AI imperfections as teaching tools significantly enhances pre-service teachers' critical digital literacy and ethical awareness, with 87% reporting heightened ethical consciousness and 78% perceiving stronger critical thinking skills after struc
Embracing AI imperfections as teaching tools significantly enhances pre-service teachers' critical digital literacy and ethical awareness with reporting heightened ethical consciousness and perceiving stronger critical thinking skills after structured engagement... continue
K-12 educators express strong interest in AI integration but lack adequate training, with 74% citing insufficient professional development as the primary barrier—highlighting an urgent need for role-specific, hands-on AI training programs.
K- educators express strong interest in AI integration but lack adequate training with citing insufficient professional development as the primary barrier mdash highlighting an urgent need for role-specific hands-on AI... continue
AI use in K–12 education is increasing rapidly, but current tools rely heavily on text interaction and largely fail to support students with disabilities and diverse learning needs.
AI use in K ndash education is increasing rapidly but current tools rely heavily on text interaction and largely fail to support students with disabilities and diverse learning needs Objective... continue
AI-enabled personalized STEM education in K–12 classrooms significantly improves student learning outcomes, especially when supported by AR/VR technologies and collaborative, teacher-guided learning environments.
AI-enabled personalized STEM education in K ndash classrooms significantly improves student learning outcomes especially when supported by AR VR technologies and collaborative teacher-guided learning environments Objective The study aimed to... continue
An AI-driven predictive model using XGBoost with L2 regularization, SMOTER, and Active Learning successfully predicts optimal Mathematics Education Technology (MET) usage duration, with model-guided implementation significantly outperforming traditional m
An AI-driven predictive model using XGBoost with L regularization SMOTER and Active Learning successfully predicts optimal Mathematics Education Technology MET usage duration with model-guided implementation significantly outperforming traditional methods in... continue
An 18-hour AIPACK training model significantly improves AI knowledge, pedagogical skills, and content integration capabilities among both inservice and preservice non-STEM elementary teachers, with no significant performance differences between the two gr
An -hour AIPACK training model significantly improves AI knowledge pedagogical skills and content integration capabilities among both inservice and preservice non-STEM elementary teachers with no significant performance differences between the... continue
The increased adoption of artificial intelligence in K-12 schools is directly correlated with heightened risks to students, including data breaches, tech-enabled harassment, AI system failures, and troubling student-technology interactions, despite the te
The increased adoption of artificial intelligence in K- schools is directly correlated with heightened risks to students including data breaches tech-enabled harassment AI system failures and troubling student-technology interactions despite... continue
Combining structured planning templates with closed artificial intelligence systems can transform standards-aligned instructional planning for English learners, significantly reducing educators' time spent on administrative tasks while enabling more focus
Combining structured planning templates with closed artificial intelligence systems can transform standards-aligned instructional planning for English learners significantly reducing educators' time spent on administrative tasks while enabling more focused collaborative... continue
Male high school students demonstrated significantly higher scores in Determination and Exploration dimensions of AI attitudes compared to female students, with moderate and small effect sizes respectively, while no gender differences emerged in Collabora
Male high school students demonstrated significantly higher scores in Determination and Exploration dimensions of AI attitudes compared to female students with moderate and small effect sizes respectively while no gender... continue