The Utilisation of Artificial Intelligence Applications as a Catalyst for the Transition towards Student-Centred Pedagogical Practices: The Following Essay Presents a Qualitative Analysis of Implemented Educational Scenarios in Primary Education
DOI:
https://doi.org/10.5281/zenodo.18932662Abstract
This study investigates the extent to which the use of Artificial Intelligence (AI) applications in primary education teaching scenarios contributes to the transformation of teaching towards student-centred practices. The research was conducted as part of a distance learning programme on Human-Centred AI, in which 164 teachers designed and implemented scenarios in authentic school environments. A qualitative approach was adopted, with a descriptive case study and systematic content analysis using a specially designed tool to record student-centred teaching axes. The findings indicated an overall high level of student-centred integration of TN (mean 4.10/5), with notably high performance in active and exploratory learning, creativity, and critical thinking. In contrast, differentiated teaching exhibited a comparatively lower value. In conclusion, the pedagogically documented use of TN has the potential to catalyse the transition to truly student-centred learning environments, provided that there is systematic training and targeted pedagogical planning.
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