We suggest to start a province-wide, competency-based Continuous Professional Development programme, organized into three progressive levels, namely, basic, intermediate and advanced, all in accordanc

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Degree of university students’ awareness of using artificial intelligence applications (ChatGPT) in the educational process in the UAE (2026) · doi

  Based on these conclusions, the following recommendations are proposed to facilitate the effective integration of ChatGPT into the educational process: 1. Develop differentiated training programs: Implement specialized training workshops for students and faculty that address the distinct applications of ChatGPT within scientific and humanitarian disciplines, moving beyond basic functionality to advanced, subject-specific uses. 2. Promote curriculum integration: Encourage and support academic staff in redesigning assignments and course projects to incorporate structured, critical engagement with ChatGPT, focusing on its use for developing problem-solving strategies, research skills, and creative output. 3. Establish a centralized support framework: Create a dedicated university resource center to provide ongoing support, practical guidelines, and ethical frameworks for using AI in education, thereby addressing the identified need for structured and continuous assistance. 4. Strengthen the pedagogical role of educators: Invest in professional development for teaching staff to equip them with the skills necessary to mentor students in the ethical and effective use of AI tools, reinforcing their role as guides in the learning process. 14 / 17 Contemporary Educational Technology, 18(1), ep633 Contemporary Educational Technology, 2026 5. Foster critical and creative engagement: Actively promote the use of ChatGPT as a tool for challenging and enhancing higher-order thinking skills, such as through the critical analysis and refinement of AI-generated content, to deepen rather than circumvent intellectual engagement. Author contributions: AZA-R: conceptualization, methodology, supervision, project administration, writing – review & editing; ARA-A: conceptualization, investigation, formal analysis, writing – original draft; RTA: investigation, data curation, validation, writing – original draft; LB: software, validation, formal analysis, visualization. All authors approved the final version of the article. Funding: This study was funded by the Dean of Research and Graduate Studies at Ajman University 2023-2024 with grant ID 2023-IRG-HBS-1. Ethics declaration: E Ethical approval issued by the Scientific Research Ethics Committee at Ajman University 06 10 2023 Ref:H-F-H-4-Oct-ii. Informed consent was obtained from all participants, who were advised of the study’s purpose and their right to withdraw. To ensure data privacy, no personally identifiable information was collected, and all responses were anonymized and stored securely. The study adhered to standard ethical guidelines for academic research. AI statement: Generative AI (ChatGPT) was used solely for language polishing and grammar checking during manuscript revision. All research design, data analysis, interpretation, and

  Keywords: chatgpt ethical educational support critical engagement skills university writing effective integration process training students scientific
• Empowering pre-service teachers with generative AI: a GenAI-TPACK-based approach to digital storytelling (2026) · doi

  This section summarises the practical implications of the findings, particularly for the design of teacher education programmes and for course-level implementations grounded in the GenAI-TPACK framework. A set of program-level and course-level implications emerges from these findings. Teacher education programs could ben- efit from a holistic orientation in which generative AI is situated not merely as a technical aid but as part of an integrated repertoire that connects pedagogical intent, ethical awareness, and content knowledge (GenAI-TPACK, with TEAK). In prac- tice, this orientation can be aligned with national standards (MoNE) and internation- ally recognized competency frameworks (e.g., UNESCO AI-CFT, DigCompEdu), while capacity-building for teacher educators supports consistent implementation. Within courses, hands-on, scenario- and case-based activities that involve scripting, storyboarding, and multimodal production may help candidates link tool choices to instructional goals and document decisions transparently, including brief disclosures of AI use consistent with institutional guidance (e.g., CoHE). Attention to equity and localization, such as access to no-cost or low-bandwidth tools, Turkish-language prompting and outputs, and accessibility features, appears important for sustained adoption. To complement self-reports, programs may incorporate light-touch forma- tive and summative evidence (curriculum-fit checks, short engagement indicators, brief classroom observations) and solicit student feedback to triangulate results. Developing small shared repositories of open resources, prompt templates, rubric examples, and model disclosure statements could further support diffusion and con- tinuous improvement. Finally, future work might extend these results through mixed- method or quantitative designs with larger and more diverse samples, including artifact analyses and inter-rater reliability, to strengthen generalizability and refine how GenAI-TPACK components are enacted in authentic contexts. Education and Information Technologies1 37 Limitations and future research directions This study was conducted within the framework of a qualitative research design and provides an in-depth understanding of pre-service primary teachers’ experiences with generative AI-supported digital storytelling processes. However, several limitations should be considered. The study was carried out with a limited number of second- year pre-service teachers enrolled at a public university in Türkiye. Despite the rich- ness of the qualitative data, the generalizability of the findings to broader populations remains limited. Data collection was based on self-reflective reports, digital storytell- ing products, and written open-ended responses provided by the participants. The sub-question on curriculum alignment was explored only t

  Keywords: teacher education level genai tpack implications design course framework programs orientation generative consistent within based
• Training Needs Assessment for Teachers on ICT and AI in 21st Century Inclusive Classrooms (2026) · doi

  1. We suggest to start a province-wide, competency-based Continuous Professional Development programme, organized into three progressive levels, namely, basic, intermediate and advanced, all in accordance with modern pedagogical demands, including ICT-based integration, AI-based lesson planning and inclusive digital pedagogies. Pragmatic modules ought to be demonstrated to be applicable and modules must be linked to professional certification and promotion credits to instill accountability and long-term sustainability. 2. It is necessary to create the District ICT-AI Support Cells one in each district, and its foundation is QAED/DEA. These units would be offering on-demand technical support, guidance to assistive technologies, such as screen readers, augmentative and alternative communication tools, captioning and accessible formats, and ease coaching visits to schools, which lowers the reliance on ad-hoc teacher troubleshooting. 3. There is a strategic necessity to prioritise under-resourced institutions, especially the rural ones. A basic infrastructure package must be provided, including practicable, reliable broadband and back-up power options, projection or smart-display technologies, teacher laptops or tablets, and other necessary accessibility tools, and should be introduced to inclusive schools and special-education integrated clusters. The phased roll-out of this kind will reduce the digital divide. 4. A Punjab-specific AI-in-Education policy should tackle the privacy of data, student safety, academic honesty and bias reduction. Such principles must be used to guide specific education to the headteachers and teachers about the responsible use of AI by ensuring that parental consent is taken where necessary. The focus must be on the implementation of approved AI applications in the planning of lessons and their availability without uncontrolled utilization, which will lead to unethical practices and bias. 187 Journal of Education and Training Studies Vol. 14, No. 3; July 2026

  Keywords: must education based necessary professional basic including planning inclusive digital modules district support technologies tools