Transition and Artificial Intelligence
The Case of Student Professionalisation
Bibliographic Data
| ID | 21446231 |
|---|---|
| Authors | Stefania Capogna (0000-0003-2650-0129, Department of Human Sciences Link Campus University Rome Italy), Sara Pellegrini (0009-0008-3827-3916, Department of Human Sciences Link Campus University Rome Italy), Riccardo Sebastiani (0009-0002-1090-0734, Department of Human Sciences Link Campus University Rome Italy, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 1 |
| Publication date | 2025-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12866 |
| OpenAlex | W4405217397 |
| Language | EN |
| References cited | 10 |
The article explores the importance of university students' knowledge of the world as an essential prerequisite for facing digital, ecological and human transitions. A study of 50 third‐year students of primary education sciences investigates (a) familiarity with reflection during learning; (b) the influence of artificial intelligence in the construction of knowledge; and (c) the degree of trust placed in AI to improve skills. The aim is to highlight students' metacognitive attitude towards AI, its creative use and the beliefs that emerged in their professional development
Cognition · Mathematics education · Metacognition · Pedagogy · Reflection (computer programming) · Transition (genetics) · Computer Science · Digital Education and Society · E-Learning and Knowledge Management · Online Learning and Analytics · Psychology
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Research Design
| Highly cited | No |
|---|