ARTIFICIAL INTELLIGENCE (AI) AND TEACHING: BEYOND THE ‘SPONTANEOUS EPISTEMOLOGY’. A SURVEY AMONG UNIVERSITY TEACHER

Maria Vittoria Isidori, Henry Muccini, Clara Evangelista

Abstract


In educational methods, is there an epistemologically aware conception, rather than merely empirical or spontaneous, among university teachers regarding the use of AI to enhance learning processes? The study on 118 Univaq teachers - examining their beliefs and applications in teaching - reveals intriguingly contradictory results (such as anthropomorphic attributions towards functions, inadequate prerequisites for prompt formulation, etc.). This underscores the necessity for a systematic reflection on the epistemology of educational practice mediated by AI.


Keywords


AI, teaching, information/data literacy, training university teachers

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DOI: https://doi.org/10.32043/gsd.v8i2.1079

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