The Impact of Artificial Intelligence Applications on Self-Directed Learning and Professional Development of Novice Elementary School Teachers

Document Type : Original Research

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Arak University, Arak, Iran.

2 Master's degree in Educational Technology, Faculty of Islamic Education, Islamic Azad University, Science and Research Unit, Tehran, Iran

3 Master's degree in Educational Technology, Faculty of Islamic Education, Islamic Azad University, Science and Research Unit, Tehran, Iran.

Abstract

Background and Objectives: In recent years, artificial intelligence (AI) technologies have emerged as innovative tools with significant potential to transform educational systems. Utilizing these technologies can play an important role in empowering teachers, particularly those newly entering the profession. The present study aimed to investigate the effect of using AI applications on self-directed learning and professional development among newly recruited elementary school teachers. Methods: This study employed a quasi-experimental design with a pre-test–post-test control group. The statistical population consisted of all second-grade elementary school teachers in Districts 2 and 3 of Karaj during the 2023–2024 academic year. Multi-stage cluster sampling was used, with two schools randomly selected from each district. Data were collected using Fisher et al.’s (2013) Self-Directed Learning Questionnaire and the Kentucky Teacher Professional Development Standards Questionnaire (2011). The experimental group received seven 55-minute training sessions utilizing AI tools including Sider, Imagica AI, and Taskade, while the control group received training through conventional methods. Data were analyzed using multivariate analysis of covariance (MANCOVA). Findings: The findings revealed that the use of AI applications had a significant positive impact on self-directed learning (including components of self-management and self-monitoring) and on teachers' professional development (in components such as instructional planning, teaching implementation, learning assessment, professional collaboration, and utilization of educational technology). Conclusion: The results emphasize the necessity of integrating AI technologies into teacher empowerment programs, particularly during the initial years of the teaching profession.

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References

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Theory and Practice in Teachers Education
Volume 11, Issue 19
May 2025
Pages 187-202

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