preprints.org > social sciences > education > doi: 10.20944/preprints202308.1494.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 19 August 2023 / Approved: 21 August 2023 / Online: 22 August 2023 (07:38:52 CEST)

Amidst the dynamic landscape of education, this paper embarks on a transformative journey that explores the integration of Artificial Intelligence (AI) in literature and language education. Through a qualitative exploratory approach, purposeful and maximum variation sampling method, the researcher delves into the experiences of educators and learners, unraveling the multifaceted dimensions of AI-driven pedagogy in SMC. Drawing upon a theoretical framework encompassing Constructivism, Connectivism, and Socio-Cultural Theory, the study examines AI's role in reshaping pedagogical landscapes, fostering critical thinking, and expanding access to education. The results resonate with participants' narratives, unveiling AI's potential in fostering personalized learning pathways, enhancing collaborative engagement, and bridging digital divides. Ethical considerations in AI education are explored, leading to the proposition of responsible guidelines. These findings underline the transformative power of AI in education, aligned with the institution's commitment to quality education and innovation. Overall, the study calls for ongoing exploration, emphasizing the qualitative research method's depth and richness, as well as the theoretical framework's guidance in realizing the study's objectives. As AI continues to shape education's frontiers, this research underscores the significance of adaptability, ethical awareness, and holistic engagement for school administrators, educators, learners, and researchers alike.

AI-driven frontiers; beyond chalkboards; literature and language education; tomorrow's minds

Social Sciences, Education

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