Advancing an Integrative AI-assisted Adaptive Learning Environment for Teacher Education: Case of the BRICS Countries
https://doi.org/10.26907/esd.19.4.07
EDN: KLGRXO
Abstract
Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discussions of 36 professors, researchers, and experts from Iranian universities. The findings of this study provided perspectives on the feasibility and effectiveness of developing a joint AI-ALE platform, emphasizing the importance of contextualizing AI initiatives and educational approaches to the needs and constraints of each country and underscoring the significance of local training programs, understanding areas of growth, clarifying values and cultures to be shared with other parties, designing educational resources compatible with collaborative platforms, and overcoming technological barriers. The study provided recommendations on capacity building and joint partnerships for educational innovation, and the development of AI-based teaching practices to open up new opportunities for PD of the next generation of educators for the digital landscape in the BRICS area.
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Review
For citations:
Mohammadi M. Advancing an Integrative AI-assisted Adaptive Learning Environment for Teacher Education: Case of the BRICS Countries. Education and Self-Development. 2024;19(4):82-95. https://doi.org/10.26907/esd.19.4.07. EDN: KLGRXO
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