Resea ch A icle h ps://doi.o g/10.12973/eu-je .14.1.249
Eu opean Jou nal o Educa ional Resea ch
Volume 14, Issue 1, 249 - 265.
ISSN: 2165-8714
h ps://www.eu-je .com/
Lea ning o Teach AI: Design and Valida ion o a Ques ionnai e on
A i icial In elligence T aining o Teache s
Manuel Reina-Pa ado*
Uni e si y o Se ille, SPAIN
Ped o Román-G a án
Uni e si y o Se ille, SPAIN
Ca los He ás-Gómez
Uni e si y o Se ille, SPAIN
Recei ed: Oc obe 21, 2024 ▪ Re ised: Decembe 7, 2024 ▪ Accep ed: Decembe 25, 2024
Abs ac : This s udy aims o design, p oduce, and alida e an in o ma ion collec ion ins umen o e alua e he opinions o eache s
a non-uni e si y educa ional le els on he quali y o aining in a i icial in elligence (AI) applied o educa ion. The ques ionnai e
was s uc u ed a ound i e key dimensions: (a) knowledge and p e ious expe ience in AI, (b) pe cep ion o he bene i s and
applica ions o AI in educa ion, (c) AI aining, and (d) expec a ions o he cou ses and (e) impac on eaching p ac ice. Valida ion
was pe o med h ough expe judgmen , which ensu ed he in e nal alidi y and eliabili y o he ins umen . S a is ical analyses,
which included measu es o cen al endency, dispe sion, and in e nal consis ency, yielded a C onbach's alpha o .953, indica ing
excellen eliabili y. The indings e eal a gene ally posi i e a i ude owa ds AI in educa ion, emphasizing i s po en ial o
pe sonalize lea ning and imp o e academic ou comes. Howe e , signi ican a iabili y in eache s' aining expe iences
unde sco es he need o mo e s anda dized aining p og ams. The alida ed ques ionnai e eme ges as a eliable ool o u u e
esea ch on eache s' pe cep ions o AI in educa ional con ex s. F om a p ac ical pe spec i e, he alida ed ques ionnai e p o ides
a s uc u ed amewo k o assessing eache aining p og ams in AI, o e ing aluable insigh s o imp o ing educa ional policies
and p og am design. I enables a deepe explo a ion o educa ional AI, a ield s ill in i s ea ly s ages o esea ch and implemen a ion.
This ool suppo s he de elopmen o a ge ed aining ini ia i es, os e ing mo e e ec i e in eg a ion o AI in o educa ional
p ac ices.
Keywo ds: A i icial in elligence, con inuous aining, p o essional ecycling, ICT, aining cou ses.
To ci e his a icle: Reina-Pa ado, M., Román-G a án, P., & He ás-Gómez, C. (2025). Lea ning o each ai: Design and alida ion o a
ques ionnai e on a i icial in elligence aining o eache s. Eu opean Jou nal o Educa ional Resea ch, 14(1), 249-265.
h ps://doi.o g/10.12973/eu-je .14.1.249
In oduc ion
A i icial in elligence (AI) has become a c ucial a ea o de elopmen in oday’s socie y, ans o ming indus ies and
eshaping daily li e. Howe e , i s in eg a ion in o educa ion emains la gely unexplo ed, lea ing a signi ican gap in how
u u e gene a ions a e p epa ed o an AI-d i en wo ld. One o he main challenges is he lack o upda ed eache aining
p og ams ha add ess AI’s po en ial in educa ional con ex s. To b idge his gap, i is essen ial o de elop alida ed
ins umen s capable o e alua ing he e ec i eness o such aining ini ia i es. This s udy seeks o design, p oduce, and
alida e a ques ionnai e aimed a assessing eache s’ opinions on AI- ela ed aining p og ams, con ibu ing o he
ad ancemen o esea ch in AI educa ion and os e ing be e implemen a ion s a egies in schools.
Li e a u e Re iew
Educa ional Technologies
In an inc easingly in e connec ed wo ld, globaliza ion has led o he need o ca y ou a ans o ma ion o educa ional
s uc u es a a global le el (Guggemos, 2024; Kadhim & Hassan, 2020). This p ocess o economic, cul u al, and social
in eg a ion has gene a ed a g owing demand o educa ion o p epa e s uden s o be u u e ci izens o he wo ld, in
addi ion o being able o compe e in he labo ma ke (Vijayakuma e al., 2019). In his con ex , in o ma ion and
communica ion echnologies (ICT) a e becoming inc easingly impo an as undamen al ools o achie e hese goals,
allowing he c ea ion o mo e dynamic, accessible, and pe sonalized lea ning en i onmen s (Ha a i e al., 2021; Selwyn,
2017).
*
Co esponding au ho :
Manuel Reina-Pa ado, Uni e si y o Se ille, Spain. m ei[email p o ec ed]
© 2025 The Au ho (s). Open Access - This a icle is unde he CC BY license (h ps://c ea i ecommons.o g/licenses/by/4.0/).
250 REINA-PARRADO ET AL. / Ques ionnai e Design o Teache T aining
The inco po a ion o ICT in educa ion is no simply a ma e o mode niza ion bu a esponse o he needs o an
inc easingly globalized wo ld ha equi es new pedagogical and cu icula app oaches (Sha ma e al., 2019). ICTs ha e
ans o med educa ion on mul iple le els. Fi s , hey ha e expanded access o educa ion, especially in geog aphically
isola ed egions o in communi ies wi h limi ed esou ces (How & Hung, 2019). Th ough online lea ning pla o ms,
mobile apps, and digi al educa ional esou ces, s uden s can access high-quali y educa ional con en om anywhe e in
he wo ld (Means e al., 2014).
This democ a iza ion o access o educa ion has educed inequali y gaps, allowing mo e people o acqui e he skills and
knowledge necessa y o ac i ely pa icipa e in he global economy (Ja a & Ochoa, 2020). In his sense, ICTs ha e
acili a ed lea ning, p o iding he possibili y o upda ing hei skills and knowledge con inuously, which is essen ial in a
cons an ly changing wo ld o wo k (Chang e al., 2022; S öh e al., 2024).
As o schools, he digi iza ion o con en and he inco po a ion o echnological ools in he class oom ha e allowed
eache s o adop mo e in e ac i e and s uden -cen e ed eaching me hods (Punie & Redecke , 2017; Rod íguez-Ga cía
e al., 2020). Fo example, he use o digi al whi eboa ds, in e ac i e simula ions, and mul imedia esou ces has en iched
he lea ning expe ience by making abs ac concep s mo e unde s andable and engaging o lea ne s (Lee & Yeo, 2022).
In addi ion, ICT has made i possible o implemen mo e pe sonalized pedagogical app oaches, whe e lea ning can be
adap ed o he needs, in e es s, and indi idual hy hms o s uden s, which has p o en o be e ec i e in imp o ing
academic pe o mance and s uden mo i a ion (Luckin e al., 2016; Vielu e al., 2012).
Ano he o he i ues ha ICT has con ibu ed o school managemen has been he educ ion o he adminis a i e
bu den ha alls on eache s. In his way, eache s a e eed up o be able o dedica e mo e ime o eaching and
in e ac ing wi h s uden s. Likewise, he abili y o collec and analyze la ge olumes o da a has opened up new
possibili ies o educa ional esea ch, allowing lea ning pa e ns o be iden i ied and mo e e ec i e pedagogical
in e en ions o be designed (Sanusi e al., 2024; Zawacki-Rich e e al., 2019).
Howe e , as ICTs become mo e deeply in eg a ed in o educa ion sys ems, new challenges and oppo uni ies a ise. One
o he mos p omising de elopmen s in his ield is he inc easing in eg a ion o AI in educa ion. AI, wi h i s abili y o
p ocess and analyze la ge amoun s o da a in eal- ime, o e s he po en ial o ake lea ning pe sonaliza ion o a whole
new le el (Kubsch e al., 2022; Luckin e al., 2016). Fo example, sma u o ing sys ems can adap con en and eaching
me hodology based on each s uden 's indi idual p og ess, o e ing addi ional suppo o hose who need i and
challenging mo e ad anced s uden s wi h mo e complex asks (Gilson e al., 2023). In addi ion, AI can acili a e he
c ea ion o adap i e lea ning en i onmen s, whe e esou ces and ac i i ies a e dynamically adjus ed in esponse o
s uden pe o mance and p e e ences (Lampos e al., 2021).
While ICT has laid he ounda ion o a mo e echnological and accessible educa ional en i onmen , AI p omises o ake
hese inno a ions e en u he , o e ing pe sonalized, da a-d i en solu ions ha ha e he po en ial o adically ans o m
educa ion (Ma ques e al., 2020). In his way, i no only imp o es he pe sonaliza ion and e iciency o lea ning, bu also
opens new possibili ies o educa ional esea ch and da a-d i en decision-making (C uz-Jesus e al., 2020; Zawacki-
Rich e e al., 2019). By connec ing hese echnological ad ances wi h educa ion, i is possible o c ea e a mo e equi able,
inclusi e, and e ec i e educa ion sys em, capable o esponding o he needs o an e e -changing socie y (Jokhan e al.,
2022; S öh e al., 2024).
In conclusion, globaliza ion has d i en he adop ion o ICT in educa ion, leading o a signi ican ans o ma ion o eaching
and lea ning me hods. These ad ances ha e imp o ed access o educa ion, acili a ed he pe sonaliza ion o lea ning, and
op imized educa ional managemen (S adelmann e al., 2021). Howe e , he u u e o educa ion lies in he in eg a ion o
e en mo e ad anced echnologies, such as AI, which p omises o ake hese achie emen s o new heigh s (Khan e al.,
2021).
A i icial In elligence in Educa ion
AI is e olu ionizing a ious sec o s, and educa ion is no excep ion. As indica ed, as ICT has become inc easingly
in eg a ed in o he educa ional en i onmen , AI has eme ged as a powe ul ool o pe sonalize lea ning, op imize
educa ional p ocesses, and imp o e academic ou comes (Baek e al., 2024; Luckin & Cuku o a, 2019). AI's abili y o
analyze la ge olumes o da a allows i o iden i y pa e ns and ailo eaching o s uden s' indi idual needs, which is
changing he way we hink abou educa ion (Fleischmann, 2024; Soysal e al., 2022).
The abili y o o e pe sonalized lea ning expe iences is one o he highligh s o AI in educa ion. Th ough in elligen
u o ing sys ems, AI can adap o he pace, lea ning s yle, and le el o knowledge o each s uden (Li e al., 2023; Su e al.,
2022). These sys ems p o ide immedia e, pe sonalized eedback, adjus ing con en and lea ning ac i i ies based on
s uden esponses and p og ess (Joudieh e al., 2024; Zammi e al., 2022). In his way, an app oach is c ea ed ha no
only imp o es knowledge comp ehension and e en ion bu also inc eases s uden s' mo i a ion by p o iding challenges
app op ia e o hei le el o p o iciency (Kanglang & A zaal, 2021).
In addi ion o he pe sonaliza ion o lea ning, AI is also ans o ming educa ional assessmen , which has adi ionally
elied on s anda dized es s ha o e a limi ed iew o s uden p og ess and skills (Ja a & Ochoa, 2020). Fo i s pa , AI
Eu opean Jou nal o Educa ional Resea ch 251
allows o he de elopmen o con inuous and mo e holis ic assessmen sys ems ha can cap u e a wide ange o
compe encies and skills (Joudieh e al., 2024; Pikha & Klímo á, 2020). These sys ems can analyze s uden pe o mance
in eal- ime and p o ide o ma i e eedback ha helps hem con inuously imp o e (Jeong, 2020).
AI also has he po en ial o add ess one o he mos pe sis en challenges in educa ion: educa ional di e en ia ion and
inclusion. In class ooms whe e s uden s ha e a wide ange o skills and backg ounds, i is di icul o eache s o ca e
o each s uden 's indi idual needs e ec i ely (S okel-Walke , 2022). This is whe e AI can play a c i ical ole. AI-powe ed
ools can help iden i y s uden s who need addi ional suppo , as well as hose who a e eady o ad ance o a mo e
ad anced le el, allowing eache s o implemen mo e accu a e and imely in e en ions (Vázquez-Cano e al., 2021).
Simila ly, hese indi idual da a analyses can help wi hin decision-making o imp o e ope a ional e iciency and make
in o med decisions abou educa ion policies, hus op imizing adminis a ion (Pozdniako e al., 2024; Sha ma e al.,
2019). These ools no only help imp o e he managemen o schools bu also allow educa o s and adminis a o s o
make e idence-based decisions, which can lead o signi ican imp o emen s in educa ional quali y (D uzhinina e al.,
2021).
Howe e , he in eg a ion o AI in educa ion also aises e hical conside a ions ha need o be conside ed, such as da a
p i acy, he digi al di ide in access o echnology, and he po en ial o bias in AI algo i hms (S adelmann e al., 2021).
The collec ion and analysis o educa ion da a by AI sys ems aises ques ions abou who has access o his in o ma ion
and how i is used (Talan, 2021). In addi ion, he e is a isk ha AI sys ems will pe pe ua e exis ing biases i hey a e no
p ope ly designed and moni o ed (Ga cia Co e je , 2022).
In summa y, AI has he po en ial o p o oundly ans o m educa ion by pe sonalizing lea ning, imp o ing assessmen ,
suppo ing educa ional di e en ia ion and inclusion, and op imizing educa ional managemen . Howe e , o make he
mos o hese oppo uni ies, i is c ucial o add ess e hical challenges and ensu e ha he implemen a ion o AI in
educa ion is equi able and accoun able (Cha e jee & Bha acha jee, 2020). The u u e o AI educa ion is p omising, bu
i also equi es ca e ul e lec ion and s a egic planning o ensu e ha all s uden s bene i om hese inno a ions (Singh
& Hi an, 2022).
Need o Teache T aining
While i is ue ha he po en ial o AI and ICT o ans o m educa ion is indispu able, he human ac o is essen ial o be
able o use hese ad ances co ec ly. In his sense, i is necessa y o ha e p ope eache aining ha gi es hem he
necessa y ools o know how o use all hese echnological ad ances, as well as hose ha a ise in he u u e (Sanusi e
al., 2024; Thompson e al., 2018; Winkle & Söllne , 2018).
P ope ICT aining should no ocus on lea ning how o use a pa icula p og am, as apid ad ances in echnology mean
ha new op ions pe iodically eme ge ha imp o e o eplace hose ha we e al eady being used (Palasund am e al.,
2019; S öh e al., 2024). Fo his eason, eache s should ocus on acqui ing gene al knowledge abou he use o
echnology ha enables hem o use any ype o ool ha a ises (Kule o e al., 2021; Pozdniako e al., 2024).
In his sense, i is essen ial ha eache s de elop speci ic pedagogical compe encies ha allow hem o e ec i ely
in eg a e ICT and AI in he class oom. This implies no only echnical mas e y o he ools bu also a deep unde s anding
o how hese echnologies can be used o imp o e eaching and lea ning p ocesses (Talan, 2021; Vázquez-Cano e al.,
2021). Teache s need o be able o design lea ning expe iences ha use echnology o p omo e c i ical hinking,
c ea i i y, and pee collabo a ion (Baek e al., 2024; S okel-Walke , 2022; Zawacki-Rich e e al., 2019).
In his way, hey mus be p epa ed o ace he challenges ha may a ise, such as class oom managemen in digi al
en i onmen s and lea ning assessmen in a echnological con ex (D uzhinina e al., 2021; Jokhan e al., 2022). Teache
aining mus in eg a e e hical aspec s ega ding he use o AI and ICT in educa ional con ex s. Wi h he inc easing
in eg a ion o hese echnologies in o eaching, educa o s need o be ully awa e o he associa ed e hical implica ions,
such as he p o ec ion o pe sonal da a, equi able access o echnologies, and he de ec ion o bias in AI algo i hms
(Cha e jee & Bha acha jee, 2020; Ga cia Co e je , 2022).
On he o he hand, i is impo an o unde s and eache aining as a con inuous p ocess because while echnologies
e ol e apidly, he same mus happen wi h he skills and knowledge o eache s. Educa ional ins i u ions should o e
egula p o essional de elopmen oppo uni ies, including wo kshops, cou ses, and communi ies o p ac ice ha allow
eache s o keep up wi h he la es echnological inno a ions and hei pedagogical applica ions (Kadhim & Hassan, 2020;
Vijayakuma e al., 2019). This con inuous lea ning app oach ensu es ha eache s can adap o new ools and
me hodologies ha eme ge while main aining he ele ance o hei educa ional p ac ice (Khan e al., 2021; Zammi e
al., 2022).
Thus, eache aining in ICT and AI mus be adap ed o he speci ic needs and con ex s o each educa ional en i onmen
(Baek e al., 2024; Khasawneh, 2024). Since access o echnology a ies signi ican ly be ween schools and communi ies,
aining p og ams mus add ess hese dispa i ies by o e ing ele an and e ec i e s a egies and esou ces in di e en
252 REINA-PARRADO ET AL. / Ques ionnai e Design o Teache T aining
si ua ions. This app oach should conside elemen s such as exis ing echnological in as uc u e, s uden s' le el o digi al
li e acy, and he educa ional p io i ies o each communi y (Ha a i e al., 2021; Sha ma e al., 2019).
In o de o hese elemen s o ans o m educa ion, eache s need o be adequa ely equipped o in eg a e hese
echnologies e ec i ely and e hically in o hei pedagogical p ac ices. This implies a lexible and well-adap ed app oach
o eache aining, a commi men o con inuous aining, and ca e ul a en ion o he a ia ions in he needs and con ex s
o each educa ional en i onmen (Lee & Yeo, 2022; Rod íguez-Ga cía e al., 2020).
T aining Cou ses
Among he aining op ions a ailable o eache s, con inuing educa ion cou ses a e he mos chosen o he p o essional
de elopmen o in-se ice eache s. These cou ses allow educa o s o upda e hei knowledge, acqui e new skills, and
adap o changes occu ing in he educa ional ield (Jokhan e al., 2022; Kadhim & Hassan, 2020). Wi hin his con ex ,
Teache T aining Cen es (CEPs) play a c ucial ole in o e ing a wide ange o aining p og ammes designed o add ess
he speci ic needs o eache s a di e en s ages o hei p o essional ca ee s (Khasawneh, 2024; Vázquez-Cano e al.,
2021).
The cou ses o e ed by CEPs ocus on p o iding eache s wi h he necessa y ools o imp o e hei pedagogical p ac ice,
os e inno a ion in he class oom, and espond o con empo a y educa ional challenges (Rod íguez-Ga cía e al., 2020;
Sha ma e al., 2019). These aining p og ams a e designed o be lexible, allowing eache s o juggle hei pa icipa ion
in cou ses wi h hei job esponsibili ies (Palasund am e al., 2019). In addi ion, many o hese cou ses a e o ganized in
a ied o ma s, such as ace- o- ace wo kshops, online semina s, and sel -s udy modules, making i easie o a g ea e
numbe o eache s o pa icipa e, ega dless o hei geog aphical loca ion o wo king hou s (Lee & Yeo, 2022; S okel-
Walke , 2022).
The aining o e ed by CEPs no only ocuses on imp o ing pedagogical p ac ices, bu also on he de elopmen o
emo ional and social compe encies, which is c ucial o a comp ehensi e educa ional app oach (Khan e al., 2021;
Zawacki-Rich e e al., 2019). In ecen yea s, he e has been a no able inc ease in he popula i y o cou ses ela ed o
educa ional echnology, e lec ing he g owing impo ance o ICT and AI in he educa ional en i onmen (D uzhinina e
al., 2021; Ha a i e al., 2021; Khasawneh, 2024).
CEPs ha e esponded o his demand by inc easing he o e o cou ses ha add ess e e y hing om he basic use o
digi al ools o he ad anced in eg a ion o echnologies in o he cu iculum (Ja a & Ochoa, 2020; Thompson e al., 2018).
These cou ses a e designed no only o each eache s how o use new echnological ools, bu also o help hem
unde s and how hese echnologies can ans o m he eaching-lea ning p ocess, imp o e s uden engagemen , and
acili a e con inuous assessmen (Talan, 2021; Vijayakuma e al., 2019).
Educa ional echnology aining also includes he de elopmen o c i ical skills such as digi al li e acy and cybe secu i y,
essen ial aspec s in oday's digi al wo ld (Fleischmann, 2024; Kule o e al., 2021; Vázquez-Cano e al., 2021). The
inco po a ion o echnology- ocused cou ses in o he aining o e o CEPs has been a esponse o he g owing need o
eache s o be p epa ed o e ec i ely in eg a e ICT and AI in o hei pedagogical p ac ices (Khasawneh, 2024; S okel-
Walke , 2022; Zawacki-Rich e e al., 2019).
No only ha e hese cou ses gained popula i y among eache s, bu hey ha e also p o en essen ial in ensu ing ha
educa o s can p o ide high-quali y educa ion in an inc easingly digi ized wo ld (Lee & Yeo, 2022; Rod íguez-Ga cía e
al., 2020). The g owing o e o hese aining p og ams e lec s a ecogni ion by educa ional au ho i ies ha mas e y o
new echnologies is essen ial o success in mode n educa ion (Guggemos, 2024; Kadhim & Hassan, 2020; Palasund am
e al., 2019).
In addi ion, pa icipa ion in hese cou ses has led o g ea e con idence and compe ence in he use o digi al ools among
eache s, which in u n has had a posi i e impac on he quali y o eaching s uden s ecei e (Jokhan e al., 2022; Sha ma
e al., 2019).
In summa y, he aining cou ses o e ed by CEPs a e a c ucial a enue o in-se ice eache s o con inue o de elop
p o essionally, especially in he con ex o he apid e olu ion o educa ional echnologies. The g owing inclusion and
popula i y o cou ses ocused on he use o ICT and AI no only e lec s he impo ance o hese ools in oday's
educa ional en i onmen bu also unde sco es he need o eache s o be con inuously upda ed and ained o mee he
challenges o educa ion in he wen y- i s cen u y (Khan e al., 2021; Zammi e al., 2022).
Con inuous aining h ough hese cou ses ensu es ha educa o s can s ay a he o e on o educa ional inno a ions
and ha hey can o e hei s uden s an educa ion ha is aligned wi h he demands o mode n socie y (D uzhinina e al.,
2021; Ha a i e al., 2021).
Need o Valida ion o a Ques ionnai e
All o he abo e demons a es he need o con inued esea ch on he implemen a ion and e ec s o AI in educa ion, as i
is an a ea ha is s ill unexplo ed (Ja a & Ochoa, 2020; Khasawneh, 2024; Talan, 2021). This highligh s he u gency o
Eu opean Jou nal o Educa ional Resea ch 253
ha ing alida ed ques ionnai es ha can o e eliable and sys ema ic empi ical da a (Rod íguez-Ga cía e al., 2020;
Sha ma e al., 2019).
A igo ously alida ed ques ionnai e allows esea che s and educa o s o accu a ely measu e he pe cep ions,
expe iences, and ou comes associa ed wi h he use o AI echnologies in he class oom (Kadhim & Hassan, 2020; Khan e
al., 2021). The alidi y o hese ins umen s ensu es ha he indings a e no only ele an , bu also applicable o
policymaking, cu iculum design, and pedagogical s a egies (S okel-Walke , 2022; Zawacki-Rich e e al., 2019). In
addi ion, he accu a e and eliable assessmen acili a ed by a alida ed ques ionnai e di ec ly con ibu es o he
iden i ica ion o e ec i e p ac ices, ba ie s, and enable s in he in eg a ion o AI in educa ion (Palasund am e al., 2019).
Ques ionnai e alida ion in his eme ging ield also d i es he s anda diza ion o esea ch, allowing meaning ul
compa isons be ween di e en s udies and con ex s and os e ing a cohe en accumula ion o knowledge (Lee & Yeo,
2022; Thompson e al., 2018). This is e y impo an wi hin a ield as dynamic and apidly e ol ing as educa ional
echnology, whe e AI inno a ions and applica ions a e cons an ly expanding (Jokhan e al., 2022; Kadhim & Hassan,
2020).
Valida ing ques ionnai es speci ically designed o assess he use o AI in educa ion is a c i ical s ep owa ds ad ancing
academic unde s anding and in o med p ac ice in his i al a ea (Rod íguez-Ga cía e al., 2020; Sha ma e al., 2019). This
p ocess suppo s he de elopmen o an educa ional amewo k ha e ec i ely in eg a es new echnologies, o e ing
s uden s an educa ion ha is con empo a y, ele an , and aligned wi h he demands o he digi al wo ld in which hey
li e (Khan e al., 2021; Zawacki-Rich e e al., 2019).
Objec i es
Gi en his con ex , i becomes e iden ha a eliable ques ionnai e is needed o assess eache s' opinions on he quali y
o aining in AI applied o educa ion. The e o e, he gene al objec i e o his s udy is he design, p oduc ion, and
alida ion o an in o ma ion collec ion ins umen o e alua e he opinions o eache s a a ious non-uni e si y
educa ional le els ega ding he quali y o aining on AI applied o educa ion. This e o aims o p o ide a obus ool
ha suppo s esea ch in educa ional AI and in o ms u u e aining p og ams.
Me hodology
This s udy has used a mixed me hodological app oach o he design and alida ion o a ques ionnai e aimed a assessing
eache s' pe cep ions and expe iences in ela ion o he use o AI in he educa ional ield. Mixed app oaches combine
quali a i e and quan i a i e me hods o p o ide a mo e comp ehensi e unde s anding o he phenomenon s udied,
in eg a ing he s eng hs o bo h pa adigms o imp o e he alidi y o he esul s.
This esea ch has been s uc u ed in wo main phases: he design and de elopmen o he ques ionnai e and i s alida ion
h ough expe judgmen . The design and de elopmen p ocess began wi h a ho ough li e a u e e iew, wi h he aim o
iden i ying key concep s abou he use o AI in educa ion and essen ial equi emen s o aining cou ses in his ield.
F om his e iew, a p elimina y se o i ems was gene a ed, which we e o ganized in o ou main ca ego ies o
dimensions.
Subsequen ly, he ques ionnai e was subjec ed o a alida ion p ocess by expe s, speci ically selec ed o hei
expe ience in educa ional echnologies and AI, who e alua ed he ele ance, cla i y, and adequacy o he i ems
o mula ed. A e he collec ion o he expe s' esponses, a s a is ical analysis was ca ied ou o alida e he
ques ionnai e, hus ensu ing he eliabili y and consis ency o he p oposed measu emen ool.
Da a Analysis
Selec ion o Expe s
A panel o highly quali ied expe s composed o indi iduals wi h signi ican academic and p ac ical expe ience in he ield
o educa ional echnologies was selec ed o he alida ion o he ques ionnai e, which was essen ial o ensu e a igo ous
and ele an e alua ion o he ins umen .
Ini ially, 15 expe s we e con ac ed o he ques ionnai e alida ion based on he c i e ion ha , du ing he pas i e yea s,
hey had been wo king on opics ela ed o echnology applied o educa ion and possessed knowledge in AI. Ul ima ely,
9 expe s exp essed in e es in pa icipa ing in he s udy, which was conside ed a easonable numbe o he
ques ionnai e alida ion due o hei high le el o expe ise, he di e si y o hei p o essional backg ounds, and he
adequacy o his sample size o ob aining meaning ul and eliable eedback. The expe s belonged o enowned academic
ins i u ions in Spain, such as he Uni e si y o Se ille, Huel a, Bu gos, he Pablo de Ola ide Uni e si y (Se ille), and he
Uni e si y School o Osuna (Se ille).
The selec ion o hese expe s ensu es ha he ques ionnai e alida ion p ocess bene i s om high heo e ical knowledge
combined wi h p ac ical expe ience. The high consis ency in he esponses and he signi ican in e es in educa ional
254 REINA-PARRADO ET AL. / Ques ionnai e Design o Teache T aining
echnologies by he expe s will s eng hen he ele ance and c edibili y o he ques ionnai e e alua ion. The di e si y
in i s academic and p ac ical backg ounds p o ides a solid basis o a ho ough and c i ical e alua ion o he ins umen ,
ensu ing ha he ques ionnai e is obus , alid and sui able o u u e applica ions in educa ion and echnology- ela ed
esea ch.
Cha ac e is ics o he Expe s
The expe s' p o ile included se e al c i ical dimensions ela ed o eaching and esea ch compe ence, as well as
expe ience as educa ion p o essionals. Fi s , he numbe o heo e ical analyses on educa ional echnologies conduc ed
by he expe s showed an a e age o 5 on a Like scale o 1 o 5, wi h an equally high median o 5, indica ing ha mos
expe s a e e y ac i e in heo e ical esea ch wi hin his ield.
In e ms o p ac ical expe ience, he expe s p esen ed a high le el o expe ience as a eache o esea che in educa ional
echnologies (4.33 poin s on a e age), e lec ing a high deg ee o p ac ical in ol emen wi hin his a ea o knowledge.
Simila ly, he expe ience ela ed o he publica ion o na ional and in e na ional wo ks ela ed o educa ional echnology
has also been e y high, ob aining a e age sco es o be ween 4 and 4.11 poin s espec i ely, his sugges s ha hey ha e
been expe s who publish in bo h na ional and in e na ional publishe s.
Knowledge o he cu en s a e o AI also p esen ed a mode a ely high sco e, sugges ing subs an ial amilia i y wi h
cu en ends and applica ions o AI in educa ional con ex s. Howe e , i is unde s andable ha his a ea is in e io o
he es due o he no el y o AI and he lack o dep h in esea ch on his opic. In addi ion, knowledge abou aining
cou ses ela ed o educa ional echnologies ob ained an a e age o 4.11, indica ing ha expe s a e well in o med abou
exis ing aining oppo uni ies and hei con en s.
A highligh was he in e es in educa ional echnologies, whe e he a e age was 5.00, he maximum possible alue,
highligh ing a unanimous and en husias ic commi men o he ield. This no only e lec s a passion o he a ea, bu also
an ongoing commi men o he e olu ion and applica ion o new echnologies in educa ion. Conside ing he high sco e in
he aspec s analyzed, he selec ed expe s a e conside ed sui able o he alida ion o he ques ionnai e.
Expe E alua ion P ocedu e
The expe e alua ion p ocedu e ollowed a s uc u ed and sys ema ic app oach o ensu e he quali y and eliabili y o
he alida ion p ocess. Once hey ag eed o pa icipa e in he s udy, he expe s we e p o ided wi h a documen h ough
Mic oso Fo ms con aining he ull ques ionnai e. This documen also included a Like scale o he expe s o e alua e
how in e es ing each ques ion was, indica ing he ele ance o in e es o each i em. Addi ionally, a commen s sec ion
was p o ided whe e expe s could lea e obse a ions and speci ic sugges ions o each i em. This eedback was c ucial
o he inal design o he ques ionnai e, as i allowed o adjus men s and imp o emen s based on he expe s' opinions
and ecommenda ions.
The expe s e alua ed he ques ionnai e i ems based on se e al key c i e ia: (1) Rele ance o Cu en Educa ional T ends:
Whe he each i em e lec ed con empo a y issues and challenges in he ields o educa ional echnology and AI. (2) Cla i y
and Comp ehensibili y: Whe he he wo ding o he i ems was clea and easily unde s andable, ensu ing ha esponden s
could in e p e he ques ions accu a ely. (3) Applicabili y o Di e se Educa ional Con ex s: Whe he he i ems could be
applied o a ious educa ional se ings, including di e en educa ional le els (e.g., p ima y, seconda y, highe educa ion)
and geog aphical con ex s. (4) Con en Validi y: Whe he he i ems comp ehensi ely co e ed key a eas o educa ional
echnology and AI as iden i ied in exis ing li e a u e.
To ensu e ha all expe s ully unde s ood he pu pose and objec i es o he ques ionnai e, hey we e p o ided wi h a
b ie in oduc ion and de ailed ins uc ions on how o e alua e he i ems. They we e also encou aged o sugges
modi ica ions o imp o e he wo ding o he i ems, keeping in mind he b oade con ex o educa ional echnology and
AI. The Mic oso Fo ms pla o m allowed expe s o espond easily and e icien ly, while also p o iding hem wi h he
op ion o lea e addi ional commen s in a s uc u ed manne .
Expe s we e gi en a wo-week pe iod o comple e he e alua ion. This ime ame was chosen o allow hem o
ho oughly analyze each ques ion, e lec on hei esponses, and e iew any aspec s ela ed o he p oposed i ems.
Du ing his pe iod, expe s ecei ed eminde s hal way h ough he e alua ion o ensu e imely comple ion. A e he
wo weeks had passed, all esponses and commen s we e collec ed o analysis and subsequen inco po a ion in o he
inal design o he ques ionnai e.
In cases whe e disc epancies a ose be ween he expe s’ e alua ions, a consensus-based esolu ion app oach was
employed. Ini ially, he commen s we e e iewed indi idually, and a eas o di e gence we e iden i ied. When di e ences
pe sis ed, expe s we e con ac ed o cla i ica ion, and i necessa y, a b ie discussion was o ganized o add ess he
disag eemen s. Du ing his p ocess, expe s we e encou aged o p o ide de ailed jus i ica ions o hei assessmen s,
e e encing ele an li e a u e o hei p o essional expe ience. I consensus could no be ully achie ed, he esea ch
eam made he inal decision based on mos o he eedback, ensu ing ha he alida ion p ocess emained objec i e and
igo ous.
Eu opean Jou nal o Educa ional Resea ch 255
S uc u e o he Ques ionnai e
The in o ma ion collec ion ins umen is s uc u ed acco ding o se e al ca ego ies, hese we e designed based on he
in o ma ion ob ained a e he heo e ical s udy ela ed o he opic and based on he esea ch needs aised:
1) P e ious AI knowledge and expe ience: Responden s' basic AI knowledge and pe sonal expe iences wi h AI
applica ions in he educa ional con ex a e assessed. I ems 1 o 5.
2) Pe cep ion o he applica ion and bene i s o AI in educa ion: Responden s' iews on he impac o AI on academic
pe o mance, pe sonaliza ion o lea ning, and s uden engagemen a e explo ed. I ems 6 o 17.
3) AI aining: I asks abou he comple ion o cou ses ela ed o AI, he lea ning o p ac ical and heo e ical aspec s, and
he inco po a ion o e hical knowledge. I ems 18 o 27.
4) Cou se expec a ions: The expec a ions o he con en s ha educa o s ha e encoun e ed o expec o ind in a aining
cou se a e examined. I ems 28 o 36.
5) Impac on eaching p ac ice: S udy how he con en lea ned in cou ses can a ec eaching. I ems 37 o 43.
The ques ionnai e i ems we e ca e ully designed o mee he esea ch needs, conside ing ha AI in educa ion emains a
ela i ely unexplo ed ield. D awing on insigh s gained om an ex ensi e e iew o he ele an li e a u e, he í ems
we e de eloped collabo a i ely by he au ho s, ensu ing ha hey add essed key aspec s o AI in eg a ion in educa ional
con ex s. Gi en he e ol ing na u e o he ield, he ques ionnai e was in en ionally designed wi h lexibili y in mind,
an icipa ing cons uc i e eedback om expe s. Thei c i ical e alua ion was conside ed essen ial o e ining he i ems,
enabling adjus men s ha would enhance he ins umen 's alidi y and ele ance o he s udy's objec i es. The
ques ionnai e used o alida ion was hos ed a he web add ess h ps:// o ms.o ice.com/e/MTmw6Ly7BY, and was
sen o he selec ed expe s ia email.
Analysis o he Ques ionnai e
In oduc ion o S a is ical Measu es
The analysis o he mean sco es ob ained in each o he i ems is use ul o summa izing da ase s wi h a single igu e ha
ep esen s he cen al poin o he da a, which is c ucial when assessing a i udes o pe cep ions ha a e ela i ely e enly
dis ibu ed among esponden s.
A calcula ion o he median has allowed us o iden i y he midpoin o he esponses, which is pa icula ly ele an in
biased da a, as obse ed in some o he ques ionnai e esponses. We ag ee wi h Fabián (2019) who a gue ha he median
is less suscep ible o ex eme alues compa ed o he mean, p o iding a mo e s able measu e o he cen al endency in
asymme ic dis ibu ions.
The analysis o he mode o alue ha appea s mos equen ly has been e y use ul o us in he analysis o ca ego ical
da a o when i is impo an o iden i y he mos common alue. Ba ahona e al. (2018) emphasizes i s use ulness in
highligh ing he p edominan esponses in s udies whe e esponse modali ies a e c i ical o unde s anding common
beha io s o p e e ences.
The s anda d de ia ion has also been analyzed, which has been used o measu e he a iabili y o dispe sion o he
esponses a ound he mean. Bland and Al man (1996) poin ou ha unde s anding he dispe sion o he da a is essen ial
o con ex ualize he mean, allowing he homogenei y o he e ogenei y o he esponses o be assessed.
The calcula ion o ku osis, which has been decisi e in de e mining he acui y and shape o he ails o he dis ibu ion o
he esponses. DeCa lo (1997) indica es ha high ku osis e lec s a concen a ion o da a a ound he mean wi h hea ie
ails, which may be indica i e o he p esence o ou lie s o ex eme esponses ha may in luence he o e all
in e p e a ion o he da a.
Symme y analysis, which has p o ided in o ma ion on dis ibu ion asymme y. T ochim and Donnelly (2006) jus i y he
impo ance o calcula ing symme y o e i y he assump ions o no mali y equi ed by many s a is ical es s. In his
s udy, symme y helped iden i y whe he esponse dis ibu ions we e leaning owa ds highe o lowe alues, which is
c ucial o co ec ly in e p e ing a i udes and opinions abou AI in educa ion.
Analysis o Cen al Tendency and Dispe sion
To e alua e he alidi y o he in o ma ion collec ion ins umen , he answe s p o ided by he esponden s we e
analyzed, using he measu es o cen al endency e e ed o abo e (Figu e 1). These measu es made i possible o
iden i y he consis ency and a iabili y o he esponses, acili a ing he analysis o he in e nal alidi y o he
ques ionnai e.
256 REINA-PARRADO ET AL. / Ques ionnai e Design o Teache T aining
Figu e 1. A e age and s anda d de ia ion by dimension
Dimension 1. P e ious knowledge and expe ience in AI. The i ems ela ed o p io knowledge and expe ience in AI ("P io
knowledge abou AI", "Expe ience using AI applica ions", "Abili y o explain basic concep s o AI") showed means
be ween 4.22 and 4.44. This da a indica es ha esponden s ha e in e media e o high knowledge abou AI. The s anda d
de ia ion anged om 0.667 o 1.000, sugges ing ha while he e is some dispe sion in esponses, o e all, opinions on
his opic a e consis en . The mode o 5 in mos o hese i ems ein o ces his obse a ion, showing ha a sizable g oup
o esponden s’ epo ha ing solid expe ise in he ield.
Dimension 2. Pe cep ion o he applica ion and bene i s o AI in educa ion. I ems ela ed o he pe cep ion o he impac o
AI on educa ion, such as "T ans o ming educa ion wi h AI", "Impac o AI on lea ning" and "Pe sonaliza ion o lea ning
wi h AI", ha e high a e ages, anging om 4.33 o 4.67. This e lec s a gene ally posi i e a i ude owa ds he use o AI
in educa ion. The a iance and s anda d de ia ion a e low in hese i ems (0.500 o 0.750), indica ing ha he esponses
a e concen a ed a ound he mean, sugges ing a high deg ee o consensus among he pa icipan s. These esul s indica e
ha esponden s pe cei e AI as a aluable ool o imp o e a ious aspec s o eaching.
Dimension 3. AI aining and p epa a ion. Rega ding aining and p epa a ion in AI, he i ems ha e alua ed pa icipa ion
in cou ses and he acquisi ion o heo e ical and p ac ical knowledge p esen ed means be ween 3.78 and 4.56. Al hough
he mean e lec s a mode a e le el o aining, he g ea e dispe sion obse ed in he s anda d de ia ions (up o 1,394 in
he i em "AI aining cou ses comple ed") sugges s ha he esponden s ha e had e y a ied aining expe iences. This
poin s o he need o design mo e homogeneous o specialized aining p og ams o be e mee he needs o eache s.
Dimension 4. Expec a ions abou AI in eg a ion. The i ems ela ed o expec a ions abou he in eg a ion o AI in
educa ional p ac ice, such as "Imp o emen o academic pe o mance", "Pe sonaliza ion o lea ning", "Inc ease o
in e es in he subjec " and "Pa icipa ion in class wi h AI", egis e ed a e ages be ween 4.22 and 4.56. These igu es
e eal ha esponden s expec posi i e ou comes om in eg a ing AI in o educa ion. Low a iances and s anda d
de ia ions, a ound 0.500 o 0.750, indica e a high le el o ag eemen among pa icipan s, ein o cing he alidi y o hese
ques ions. In addi ion, he nea -ze o ku oses sugges ha he esponses a e e enly dis ibu ed, wi h no no iceable
ex emes.
Dimension 5: Impac on eaching p ac ice. The i ems ela ed o he pe cep ion o he impac o AI on eaching p ac ice,
such as "Imp o ing eaching p ac ice wi h AI", "Applica ion o wha has been lea ned in AI aining" and "Tools p o ided
by he cou ses", ha e high a e ages (be ween 4.33 and 4.89). The low dispe sion o esponses, wi h a iances anging
om 0.278 o 0.528, and s anda d de ia ions anging om 0.500 o 0.707, indica es ha esponden s unanimously
pe cei e ha AI can imp o e hei educa ional p ac ice. This sugges s ha he ques ionnai e can cap u e he posi i e
iew and expec a ions abou he use o AI in he educa ional ield.
Eu opean Jou nal o Educa ional Resea ch 257
Ku osis and Symme y Analysis
The global analysis o he sco es ob ained shows ha he ques ions p esen a high consis ency in he answe s, wi h
gene ally low s anda d de ia ions and con olled a iances. The a e age o he i ems is mos ly a ound 4, e lec ing a
gene ally posi i e pe cep ion by esponden s abou he use and bene i s o AI in educa ion.
The low dispe sion o esponses ac oss mos i ems sugges s ha he ques ionnai e is consis en and ha esponden s
sha e a common iew on AI. Likewise, nega i e ku osis in se e al i ems indica es ha he esponses a e ela i ely e enly
dis ibu ed, wi hou bias owa ds he ex emes, which ein o ces he in e nal alidi y o he ques ionnai e.
Some i ems such as "Imp o emen in academic pe o mance wi h AI", "T ans o ma ion o educa ion wi h AI" and
"Applica ion o wha has been lea ned in AI aining", he ku osis is nega i e (-0.040, -1.714 and -0.286 espec i ely),
his indica es ha he answe s a e dis ibu ed in a mo e dispe sed way, wi h la e ails compa ed o a no mal
dis ibu ion. This means ha esponden s do no con e ge e y igh ly a ound a speci ic alue (such as he mean), bu
ha he esponses a e mo e dispe sed. This could e lec he di e si y in indi idual opinions o expe iences abou AI in
hose aspec s, sugges ing ha some esponden s may ha e mo e mode a e o less de ined expec a ions.
O he i ems such as "Abili y o explain basic concep s o AI" o "E hical aspec s in AI aining", ha e a low o close o ze o
ku osis (-2,571 and 5,657 espec i ely), which implies ha he answe s a e ela i ely e enly dispe sed a ound he
a e age, wi hou s ong concen a ion o ex eme queues. The explana ion is ha he da a do no show a end owa ds
ex emes and he answe s a e dis ibu ed in a easonably no mal way. I 's a sign ha opinions a e a ied, bu no
ex eme, suppo ing he idea ha he ques ions don' pola ize esponden s and cap u e a wide ange o pe cep ions.
Finally, some i ems show high posi i e ku osis: "AI aining" o "Quali y o eaching esou ces in AI aining" (9,000 and
4,000 poin s espec i ely), indica ing ha he esponses a e highly concen a ed a ound he a e age, wi h e y ew
ex eme esponses. In hese cases, esponden s con e ge e y s ongly a ound a common opinion, which may indica e a
sha ed pe cep ion abou ce ain aspec s o AI use. Fo example, he high ku osis in he "Quali y o eaching esou ces"
sugges s ha mos esponden s ag eed in e alua ing his issue in a simila way, indica ing consensus on he quali y o
he aining ecei ed.
In summa y, he analysis o ku osis ein o ces he alidi y o he ques ionnai e in i s abili y o cap u e a di e si y o
opinions, as well as o iden i y a eas whe e he e is g ea e consensus among pa icipan s. In i ems wi h high posi i e
ku osis, a gene alized ag eemen is con i med, while in hose wi h nega i e ku osis, g ea e dispe sion is obse ed,
which may indica e opics ha equi e u he explo a ion o di e en ia ion in u u e s udies.
Valida ion o he Ques ionnai e
The analysis ca ied ou sugges s ha he ques ionnai e is alid o measu ing pe cep ions and expec a ions abou AI in
educa ion, gi en he consensus obse ed in he esponses. Howe e , i is ecommended o e ine he ques ions ela ed
o AI aining, since he high dispe sion in hese i ems e lec s signi ican di e ences in he aining expe iences o he
esponden s. In addi ion, i migh be use ul o inco po a e ques ions ha u he explo e pe cei ed challenges o
limi a ions in he use o AI, gi en ha he cu en ques ionnai e mos ly e lec s a posi i e iew. In conclusion, he esul s
indica e ha he ques ionnai e is a eliable ool o assessing pe cep ions abou AI in educa ion, al hough imp o emen s
could be made o he ques ions on aining and challenges o p o ide a mo e comple e pic u e o eache s' opinions.
The analysis o he dispe sion o he da a, e lec ed in he a iances and s anda d de ia ions, sugges s ha he
ques ionnai e has good in e nal alidi y. The ques ions a e clea and consis en wi h each o he , and esponden s end
o ag ee on key aspec s ela ed o AI in educa ion. The i ems wi h he g ea es dispe sion, pa icula ly hose ela ed o AI
aining, highligh he need o mo e homogenei y in aining p og ams o g ea e di e en ia ion in he expe ience le els
o he esponden s.
S eng hs o he Ques ionnai e
The ques ionnai e p esen s se e al impo an s eng hs ha make i a sui able ins umen o assessing pe cep ions and
expe iences abou AI in educa ion. Fi s , i s ands ou o i s consis ency and cla i y in he ques ions, which a e di ec ly
aligned wi h he objec i es o he s udy. This ensu es ha he expe s in e p e ed he i ems uni o mly, e lec ing a clea
le el o unde s anding and high consis ency in he esponses. The obse ed in e nal consis ency sugges s ha he
ques ions a e eliably measu ing key cons uc s ela ed o he use o AI, which ein o ces he eliabili y o he
ques ionnai e.
In addi ion, i co e s a wide ange o ele an aspec s, making i a comp ehensi e ool o assessing esponden s'
in e ac ion wi h AI. Topics anging om p io knowledge and expe ience wi h AI o i s applica ion in lea ning
pe sonaliza ion, au oma ic assessmen , and academic pe o mance imp o emen a e explo ed. This comp ehensi e
co e age ensu es ha bo h heo e ical and p ac ical aspec s o AI in educa ion a e cap u ed, allowing o a de ailed and
holis ic assessmen o esponden s' pe cep ions. The inclusion o ques ions add essing he pe cei ed bene i s o AI
264 REINA-PARRADO ET AL. / Ques ionnai e Design o Teache T aining
Appendix
The ollowing link p o ides access o he ques ionnai e o copying, ansla ion i needed and subsequen use:
h p://su l.li/o yi
Ques iona y:
Pa A: Expec a ions abou AI and I s Impac on Educa ion
1. I belie e ha AI can ans o m educa ion.
2. I belie e ha in elligen u o s a e one o he mos p omising AI applica ions o educa ion.
3. I belie e ha lea ning da a analysis is one o he mos p omising AI applica ions o educa ion.
4. I belie e ha au oma ed assessmen is one o he mos p omising AI applica ions o educa ion.
5. I belie e ha AI can b ing bene i s o my eaching p ac ice.
6. I belie e ha AI can e ec i ely pe sonalize lea ning.
7. I belie e ha aining in AI will make me a mo e compe en educa o .
8. I belie e ha AI will ha e a majo impac on educa ion in he nex i e yea s.
9. I expec o see imp o emen s in s uden s' academic pe o mance wi h he in eg a ion o AI.
10. I expec o see pe sonalized lea ning o s uden s wi h he in eg a ion o AI.
11. I expec o see an inc ease in s uden s' in e es in he subjec wi h he in eg a ion o AI.
12. I expec o see g ea e s uden pa icipa ion in class wi h he in eg a ion o AI.
Pa B: Expec a ions abou AI T aining Cou ses
13. I ha e a ended AI- ela ed aining cou ses.
14. In AI aining cou ses, I ha e lea ned o expec o lea n abou p ac ical applica ions o AI.
15. In AI aining cou ses, I ha e lea ned o expec o lea n abou heo e ical ounda ions o AI.
16. In AI aining cou ses, I ha e lea ned o expec o lea n abou e hical aspec s o AI.
17. In AI aining cou ses, I ha e lea ned o expec o lea n abou AI p ojec de elopmen .
18. In AI aining cou ses, I would ha e liked o would like o ind mo e heo e ical con en .
19. In AI aining cou ses, I would ha e liked o would like o ind mo e p ac ical con en .
20. In AI aining cou ses, I would ha e liked o would like o ind eal-case examples.
21. In AI aining cou ses, I would ha e liked o would like o ind he de elopmen o a inal p ojec .
22. Wha applica ions ha e you used o would you like o lea n abou in such cou se(s)?
Pa C: E alua ion o AI T aining Cou ses
23. The AI aining cou ses I ha e a ended o would like o a end o e o should o e a balanced iew be ween
heo y and p ac ice.
24. The AI aining cou ses I ha e a ended o would like o a end add ess o should add ess e hical aspec s o AI
in educa ion.
25. The AI aining cou ses I ha e a ended o would like o a end a e o should be up- o-da e wi h he la es
echnologies and me hodologies.
26. The quali y o he educa ional esou ces p o ided in he AI cou ses I ha e a ended o would like o a end is o
should be high.
27. The AI aining cou ses I ha e a ended o would like o a end p omo e o should p omo e collabo a ion and
eamwo k on AI p ojec s.
28. The AI aining cou ses I ha e a ended o would like o a end include o should include eal-case examples o
AI in educa ional en i onmen s.
29. The AI aining cou ses I ha e a ended o would like o a end o e o should o e oppo uni ies o de elop
pe sonal AI p ojec s.
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30. The ins uc o s o he AI aining cou ses I ha e a ended o would like o a end a e well-in o med and
knowledgeable abou AI.
31. The con en o he AI aining cou ses I ha e a ended o would like o a end adequa ely p epa es educa o s o
use AI in hei p ac ice.
Pa D: Impac and Applica ion o Lea ning
32. I eel ha aking AI cou ses would imp o e my eaching p ac ice.
33. I plan o apply wha I ha e lea ned o will lea n om AI cou ses in my eaching p ac ice.
34. The AI cou se has p o ided o will p o ide me wi h new ools o me hodologies o my wo k.
35. I belie e ha he AI cou se has con ibu ed o can con ibu e o my p o essional de elopmen .
36. I would ecommend AI cou ses in educa ion o o he colleagues.
37. The AI cou se has in luenced o could in luence how I design and plan my lea ning ac i i ies in class.
A e aking AI cou ses, my pedagogical app oach o AI applied o eaching has changed o could change.
