Research Article
Ana Callado, Isabel Saúde, José Luís Araújo
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep610
ABSTRACT
The rapid spread of generative artificial intelligence (GenAI) in contemporary society calls for a rethinking of education. This study investigates Portuguese secondary students’ perceptions of chat generative pre-trained transformer (ChatGPT) in education. In 2024, we surveyed 114 students (aged 16-17) from one school in 2024 using a 15-item questionnaire (closed- and open-ended items) covering five dimensions: (1) knowledge of AI and ChatGPT; (2) use of ChatGPT; (3) perceived accuracy of ChatGPT-generated outputs; (4) the potential of ChatGPT for teaching; and (5) ethics and academic integrity. Responses to closed-ended items were analyzed descriptively and open-ended responses underwent content analysis. The results indicate that, although most students are familiar with AI and ChatGPT, their demonstrated knowledge is largely utilitarian and superficial. Students predominantly use ChatGPT for schoolwork and attribute high reliability to its outputs, often without the necessary critical evaluation. We also identified weaknesses in their ethical understanding, particularly regarding academic integrity and plagiarism. We argue for critical AI literacy and teacher professional development to support pedagogically grounded and ethical integration of GenAI. Education for the ethical and responsible use of these technologies proves essential to prepare young people for future challenges.
Keywords: ChatGPT, generative artificial intelligence, students’ perceptions, secondary education
Research Article
Izida I. Ishmuradova, Sergei P. Zhdanov, Sergey V. Kondrashev, Natalya S. Erokhova, Elena E. Grishnova, Nonna Yu. Volosova
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep579
ABSTRACT
The development of generative artificial intelligence (AI) has started a conversation on its possible uses and inherent difficulties in the field of education. It becomes essential to understand the perceptions of pre-service teachers about the integration of this technology into teaching practices as AI models including ChatGPT, Claude, and Gemini acquire popularity. This investigation sought to create a valid and trustworthy instrument for evaluating pre-service science teachers’ opinions on the implementation of generative AI in educational settings related to science. This work was undertaken within the faculty of education at Kazan Federal University. The total number of participants is 401 undergraduate students. The process of scale development encompassed expert evaluation for content validity, exploratory factor analysis, confirmatory factor analysis, and assessments of reliability. The resultant scale consisted of four dimensions: optimism and utility of AI in science education, readiness and openness to AI integration, AI’s role in inclusivity and engagement, and concerns and skepticism about AI in science education. The scale demonstrated robust psychometric properties, evidenced by elevated reliability coefficients. Cluster analysis unveiled distinct profiles of pre-service teachers based on their responses, encompassing a spectrum from enthusiastic participants to skeptical disengaged individuals. This study provides a comprehensive instrument for evaluating pre-service teachers’ perceptions, thereby informing teacher education programs and professional development initiatives regarding the responsible integration of AI. Recommendations entail the validation of the scale across varied contexts, the exploration of longitudinal changes, and the investigation of subject-specific applications of generative AI in science education.
Keywords: generative artificial intelligence, science education, scale development, pre-service teacher’s perceptions