Articles

Application of Artificial Intelligence (AI) in Learning among Pre-service Teachers at Thu Dau Mot University: Current Status, Opportunities, and Challenges in the Context of Digital Transformation

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In the context of digital transformation in higher education, artificial intelligence (AI) is increasingly being utilized by pre-service teachers to support their learning. This study aims to analyze the current status, opportunities, and challenges of AI application at Thu Dau Mot University. A mixed-methods approach was employed, including a survey of 412 students and semi-structured interviews with 3 lecturers, 2 administrators, and 5 students.

The findings indicate that AI is widely used for information retrieval, learning support, and content generation, thereby enhancing learning effectiveness, fostering self-directed learning, and enabling personalized learning processes. However, several challenges remain, including over-reliance on technology, insufficient information evaluation skills, and risks related to academic integrity.

Based on these findings, the study proposes several recommendations to improve the effective integration of AI in teacher education, contributing to meeting the demands of digital transformation in higher education.

Pedagogical Challenges and Opportunities during Covid-19 Pandemic: Perspectives from the Pre-Service and High School Teachers

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This study aimed to determine the pedagogical challenges and opportunities of the Pre-Service and high school teachers in the new normal education.  The sample size was determined using the slovins formula and 13 pre-service teachers, and 26 High School Teachers were the participants. Descriptive and inferential were used. Findings revealed that most of the respondents were 21-26 years old, female, high school teachers, and situated mostly in urban areas. The conduct of online classes was the major challenge faced by both pre-service and high school teachers for they used to conduct classroom teaching for many years. The online teaching-learning modality was successfully implemented to practice teaching as a mission to facilitate students learning through various online strategies during the COVID-19 pandemic. Age, sex, type of respondents, and locality did not show a significant degree of variance in the extent of the pedagogical challenges and opportunities they encountered. The locality has a significant degree of variance in terms of teaching-learning engagement and opportunities for teaching-learning platforms. Hence, seminars and workshops on online pedagogies and online assessment tools strategies to facilitate online teaching more engaging was recommended.

Using Xerte Toolkit to Enhance Pre-Service Teachers’ Conceptual Understanding of Coordinate Geometry

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This study was to investigate the effect and explore students’ interest in using Xerte Toolkit in teaching and learning of Coordinate Geometry. In all, 50 pre-service teachers were involved in the study. The study adopted a mixed method approach. Semi – structured interviews as well as achievement test were the instruments used for data collection. The items in the achievement test were analyzed using statistical tools such as percentages, mean, standard deviation and t-test from Excel 2016 Analysis Tools. The descriptive statistics indicated that there was a significant difference between pretest and post test scores. The findings in this study posits that students’ interest in using Xerte Toolkits in teaching and learning Coordinate Geometry has increased and are ever ready to use Xerte Toolkit again in their studies.