Empowering Educators with Artificial Intelligence: AI-Based Teaching Module Development Workshop

The consortium of “The Future is in Applied Artificial Intelligence” Project designed the first competency-based applied artificial intelligence curriculum at the higher-education institution level. The development was based on advanced system research on existing artificial intelligence-related resources and surveying target groups of teachers, information technology students, and employers, which should enhance the performance of implementing artificial intelligence education. A review of applied artificial intelligence was prepared in the form of keyword clustering. The initial data were collected with the help of surveying by identifying job offers, existing artificial intelligence training courses, scientific projects, and real cases. A synthetic analysis of the textual information from the studies was conducted using the word clouds technique. A tensor-based approach was used for the presentation of the competency-based course. The specific numerical requirements for the course in the form of priorities followed from the solution to decision-making problems using the analytic hierarchy process technique. Based on a comprehensive study of surveys, educational experience, scientific projects, and business requirements, and a meta-analysis of the recent references, we specified the criteria for a training course in the form of a tensor-based representation of competencies in relation to content and educational modules.

Over the last four decades, India has seen tremendous growth and change in the field of education, especially mathematics education. There has been a growing awareness in India for the need to improve student learning in a continually changing and highly demanding environment. In facing this challenge, it is essential to understand the complexity of the educational system and the multitude of problems it comes with. Over the years, India has made small but significant efforts in the form of intervention at various levels in K-12 mathematics education. These efforts have begun to indicate the direction in which we need to put in our efforts for improving both student thinking and learning and teacher pedagogical practices. In this chapter, we will discuss how India’s mathematics education is changing through various governmental and non-governmental initiatives, national curriculum framework reforms and activities to popularize mathematics. While these have been evolving, one of the continuing challenges that have been identified in India is teacher preparation and a good model for teacher professional development at the in-service and pre-service levels. We will discuss how one can tackle this problem through engagement of teachers in novel pedagogical practices both inside and outside of classrooms, through creation of rich tasks and problems with varying levels of cognitive demand, through recognition of multiple approaches to problem solving in a classroom and through a culture of lesson study to promote a collaborative teacher network. Such innovative reforms will not only enhance the mathematics education curriculum in India but also will help prepare students with lifelong twenty-first-century skills including collaboration, communication, critical thinking and creativity.

In the era of the IR 4.0, the use of information technology among school students is widespread but students are not proficient in computer programming. To compete in the digital world, students need to be exposed to computer programming in order to produce computer programming experts. Integrating computer programming into the school curriculum can improve students literacy of computer programming but adequate computer programming skill among teachers are quite limited. Therefore, the development of microcontroller instructional teaching module which could address this problem is needed. This development aims to develop the module using design and developmental research (DDR) approach. Need Analysis phase in DDR is discussed in this article. The phase consists of identifying the level of knowledge, attitudes and practices of teachers about microcontroller and to obtain the views and opinions of the teachers on the developmental needs of microcontroller teaching modules. The type of microcontroller and the programming language to be used in the microcontroller module also identified.The results of this study are important to ensure that the design and development of an instructional module for microcontroller education are implemented and have a positive impact on increasing the programming literacy level among secondary school children.

This study examined the impact of Continuing Professional Development (CPD) on the teaching practices of elementary teachers in the classroom. Specifically, it explored the extent of teachers’ participation in CPD unit earning activities; their perceptions of CPD’s influence on pedagogical knowledge, classroom management, and student engagement; the facilitating factors that support CPD implementation; and the logistical challenges that hinder participation. Using a descriptive research design, data were gathered through a structured survey administered to elementary teachers, and results were analyzed using mean, frequency, and ranking. Findings revealed that teachers have a moderate level of participation in CPD activities, with strong engagement in programs related to instructional strategies but lower involvement in assessment-related trainings. Teachers perceived CPD as having a positive impact on their teaching practice, particularly in improving instructional approaches, managing classroom dynamics, and fostering student engagement. The study also identified several facilitating factors such as cost-friendly programs, accessible training venues, digital platforms, administrative support, and flexible scheduling. However, teachers faced notable challenges including financial constraints, inaccessible venues, limited digital literacy, heavy workloads, and insufficient dissemination of CPD information. Based on the findings, the study proposed strategies to strengthen CPD implementation, focusing on accessibility, affordability, administrative support, and the integration of technology. This research concludes that while CPD significantly enhances teaching practices, its effectiveness relies on addressing logistical barriers and aligning programs with teachers’ real needs.

Science communication, over the last two decades, has shifted its onus from public understanding to public engagement. These efforts have been paralleled in science education, which strives to promote continued student engagement with science. Persistence with more traditional forms of pedagogy by teachers in middle school is a chief deterrent to this endeavour. Since many teachers’ inadequate understanding about science is regarded as inhibiting their use of inquiry-based pedagogy, professional development based on constructivist principles has been identified to remedy this problem. This study investigates the constructivist basis for a model of short-term professional development, which has not been addressed in the literature. The one-day workshops offered to middle school science teachers in Australia and overseas by the Centre for the Public Awareness of Science (ANU, Canberra) are investigated here. While the workshops did facilitate conceptual change in the teachers, it was found that the constructivist principles which were incorporated into the workshops’ design and delivery were underpinned by science communication practices. The conclusions presented include: the possibility of a constructivist framework for short-term professional development; the need for greater involvement of science communication in science education reform; and the unique challenges which confront science teachers from non-Western cultures.

This study focuses on how the teacher manages learning media in English classes by comparing the teacher's reflective practices and the contents of teaching modules as official guides. The background of this study departs from the gap between the creativity of the teacher in the classroom and the administrative approach that is reflected in the learning documents. This study uses a qualitative case study design to describe in depth the practice of learning media management in schools. The data collected through in-depth interviews with teacher and document analysis of teaching modules. These two types of data used thematic analysis by applying triangulation methods to ensure the validity of the findings and reinforce the interpretation of the results. The results show that teacher actively choose and modify the media to be more interesting and in accordance with the ability of students, while also preparing alternatives when faced with technical obstacles. In contrast, the teaching module displays only standard media without reflection on their effectiveness or barriers to use. These findings indicate that teacher practice is more innovative than the content of teaching modules that are procedural. The research discussion emphasizes the need to integrate teacher's practical reflections into learning documents so that planning becomes more adaptive, contextual, and responsive to student needs.

This study aimed to examine the relationship between professional practices, work engagement, and organizational commitment among Senior High School teachers, particularly during the period leading up to the implementation of the new senior high school curriculum in the academic year 2026–2027. A total of 491 senior high school teachers participated in this study, which utilized a descriptive research design. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Results revealed that among the seven domains of professional practices, the respondents demonstrated a high level of agreement on the importance of creating a positive learning environment. In terms of work engagement, the respondents demonstrated dedication to their work, indicating they find purpose and meaning in teaching. For organizational commitment, the respondents showed a high level of agreement on affective commitment, indicating they are emotionally attached and proud of the school. However, the areas that need improvement for professional practice is diversity of learner domain, while for work engagement, it is in terms of absorption, and for organizational commitment, it is in terms of continuance. Furthermore, this study revealed that respondents holding a doctoral degree have better assessments of professional practices in teaching. In terms of work engagement, respondents from Visayas and those with doctoral units were more engaged in their work compared with other groups of respondents. This is consistent with their commitment to the organization. Respondents from Visayas were more committed to the organization compared with respondents from Luzon and Mindanao. Findings also indicate a significant relationship between professional practices and work engagement and organizational commitment, suggesting that better professional practices lead to greater engagement and more committed individuals to the organization. As a result, this study revealed the significant role of teachers’ professional practices, engagement at work, and organizational commitment in providing the best learning experience for learners. A proposed training program was developed to enhance these practices, engagement, and commitment.

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

This review examines how adaptive learning systems, when guided by design thinking principles, can effectively bridge the disconnect between instructional technology and personalized pedagogy. While technological innovations continue to reshape educational environments, their transformative potential is often constrained by a lack of alignment with learner-centered instructional practices. The review contends that meaningful educational change requires more than the introduction of digital tools; it demands their deliberate integration through pedagogical strategies that respond to the needs of both learners and educators. Key instructional challenges addressed include large class sizes, learner heterogeneity, limited digital literacy, and insufficient feedback loops. Through the iterative stages of design thinking—empathizing, defining, ideating, prototyping, and testing—educators can systematically develop and refine solutions that address these complex issues. Within this framework, adaptive learning systems are positioned as critical enablers of personalized learning, offering differentiated pathways, real-time formative feedback, and data-driven instructional support. The review outlines a structured approach for integrating these systems into teaching practice, emphasizing the need to empower educators with actionable analytics, individualize learning trajectories, and cultivate inclusive classroom ecosystems. The findings underscore the pedagogical value of harmonizing design thinking with adaptive technologies to foster equity, responsiveness, and engagement in diverse educational settings. The review concludes that this integration transforms technology from a passive tool into an active pedagogical partner, with significant implications for educational innovation, teacher professional development, and policy frameworks aimed at advancing equitable, student-centered learning.

The development of information and communication technology has significantly transformed various aspects of life, including the provision and utilization of information sources in higher education institutions. Libraries, as centers of learning resources, are required to adapt to these changes, one of which is through the provision of electronic resources (e-resources). This study aims to analyze how the utilization of e-resources services at the University of Andalas Library contributes to increasing students' reading interest. Using a quantitative descriptive method, the research involved a sample of 100 respondents from various faculties. The results show that e-resources such as e-journals and e-books are the most frequently accessed types of digital collections by students. There is a significant positive correlation (r = 0.631, p = 0.000) between the frequency of e-resources usage and students' reading interest. However, challenges such as limited digital literacy and lack of training still hinder optimal usage. The findings highlight the strategic role of university libraries in promoting academic literacy by enhancing access, conducting information literacy training, and adopting user-centered service strategies.

Contributed by many factors, teachers’ identity, particularly among novice teachers, is essential since it affects their teaching practice and professional career. This study explored different influences that contributed to the construction of novice Indonesian teachers of English who apparently faced challenges in constructing their identity. This narrative inquiry study involved two novice English teachers of Primary and Senior High Schools in East and West Bandung with one and a half years of teaching experience. Data from in-depth interviews and journal writing were analyzed by Creswell’s (2014) thematic analysis. The study figured out that negotiating with school context and understanding oneself were the factors that influenced novice teachers’ identity construction. Negotiating with the school context shows that the novice teachers interacted with the school context and made some adjustments to their teacher identity. Understanding oneself refers to the meaning-making process of themselves as a person and a teacher. This study also found that novice teachers had some negotiations about their idealism and the school’s current practices. One of the participants became more eager to reflect her idealism in her practice, while the other tried to let go of her idealism and adjust with her students. This study suggested that novice teachers should do continuous reflections on their teaching practices and themselves as teachers to help them develop as professionals.

The EarthLabs Climate program encourages high school students to develop systems thinking and scientific knowledge as the basis for climate literacy. In this paper, we introduce three components of the effort: curriculum development, teacher professional development, and evaluation. The main focus is on the two-part teacher professional development program, which enables a small group of exemplary teachers, known as EarthLabs “teacher leaders,” who have reviewed and tested the EarthLabs Climate modules (part 1) to lead a summer workshop introducing high school teachers to modules (part 2). Evaluation results from the first workshops held in Texas and Mississippi in summer 2012 reveal that participants appreciated the variety of activities covered, including online resources, individual work, small group work, hands-on activities, outdoor activities, field trips, and scientist lectures. Self-reported content learning and increased confidence in teaching the three main topics was positive for almost all participants. These results, in combination with teacher leaders' observed pedagogic practice and reported impact of their participation, suggest that the EarthLabs Climate two-part model of teacher professional development is effective. This success is largely because of our support system for teacher leaders to help them plan and deliver summer workshops, as well as the emphasis placed on supporting their continued professional growth. We are confident that EarthLabs Climate teacher leaders are competent to continue to offer professional development to their colleagues and to sustain climate education beyond the current effort. Research on student learning and detailed evaluation results will be presented elsewhere.

The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices. The study combined a well-established approach of professional development – lesson study – and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students. Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process, inclusive thinking and practices were developed.

Integrating Information and Communication Technology (ICT) into teaching remains a significant challenge for many educators, particularly those at Yayasan Al Husna, Tangerang, who continue to rely on traditional methods despite available digital tools. Enhancing teachers’ ICT competence is essential to support more effective and engaging learning experiences. This study aimed to develop a Google Sites-based e-module to improve teachers' abilities in creating interactive, web-based instructional materials. The research employed the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation) and adopted a mixed-methods approach. Data were collected through structured interviews, expert validations, questionnaires, and pre-post tests. Expert validation results showed a feasibility rating of 70% from a content expert and 92% from a media expert, classifying the e-module as "very valid." The module includes structured content with step-by-step tutorials, visual aids, and interactive exercises. During implementation with 17 teachers, the e-module demonstrated high usability and practicality. Pre- and post-test comparisons showed a moderate improvement in ICT competence, with an average N-Gain score of 0.66. The findings suggest that the developed e-module is effective in enhancing teachers' ICT skills, particularly in designing digital learning materials using accessible platforms. This study provides a replicable model for teacher professional development in schools with limited digital adoption. Future research could explore broader implementation across diverse educational settings.