Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers

The use of Artificial Intelligence or AI in learning as a form of integration between real and virtual world in the Society 5.0 Era presents challenges in the ethical aspect, such as forms of responsibility for use, data security issues, and plagiarism in the creation of works. The concept of ethical use of AI in learning is needed, included in the perception of Islamic Religious Education students as AI users in Islamic Education learning, will provide a broader perspective and could be associated with the context of Islamic Education. This research will explore the perception of Islamic Education (PAI) students about the ethics of using AI in learning based on phenomena at Islamic State University of Sultan Aji Muhammad Idris (UINSI) Samarinda. Descriptive qualitative research with phenomenological methods is used to answer the formulated objectives. Data collection uses interview techniques supported by surveys. Data analysis using the Miles, Huberman, and Saldaña models in the form of data condensation, data display, and conclusion drawing. The results of this study explain the perception of students in a neutral manner based on the phenomena experienced at UINSI Samarinda related to the concept of ethics in the use of AI in learning with the ethical limitations discussed as follows: 1) Absence of data privacy and security issues and their prevention; 2) Plagiarism avoidance that must be done because there is great potential that occurs at the location, and; 3) Responsibilities that are only carried out by some students.

This research examines teachers' perceptions of the use of artificial intelligence (AI) in daily learning at elementary schools. The development of AI technology has brought significant transformation to the world of education, offering great potential to improve the quality of learning through personalized materials, automation of administrative tasks, and provision of interactive learning aids. However, the implementation of AI in elementary school learning still faces various challenges related to teachers' perceptions, competencies, and readiness. The research objectives are to analyze teachers' understanding of AI in the learning context, explore teachers' experiences in using AI-based applications, identify the benefits and challenges faced, evaluate the effectiveness of AI in supporting differentiated learning, and identify support needs for optimizing AI utilization. This research uses a qualitative approach with descriptive methods. Data were collected through in-depth interviews with six classroom teachers (grades 1-6), one school principal, and one school operator at SDN Rinjani, Cirebon City, in November-December 2024. The research instrument was a semi-structured interview guide. Data analysis used the Miles and Huberman model through stages of data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation and member checking. The research findings show that teachers have diverse understandings of AI, ranging from basic concepts as assistive tools to more comprehensive understanding of AI's role in learning transformation. The AI applications used include PowerPoint, Wordwall, Assemblr Edu, ChatGPT, Gemini, Perplexity, and Canva. Teachers reported various benefits of AI such as ease of access to information, efficiency in creating materials, personalized learning, and increased student creativity. The challenges faced include limited teachers' digital competence, suboptimal technological infrastructure, and the risk of excessive dependence on AI. AI was found to be effective in supporting differentiated learning through adaptation of content, process, and learning products according to individual student needs. The required support includes systematic training, infrastructure improvement, and supportive policy development. The research concludes that although teachers show positive attitudes toward AI, optimal implementation requires comprehensive investment in developing teacher competence and technological infrastructure. Further research is recommended to examine the long-term impact of AI use on student learning outcomes and develop effective teacher training models.

Artificial Intelligence (AI) is emerging as a useful tool in helping to improve the quality of education. However, studies on student perceptions of the use of AI in learning English as a Second Language are scarce (ESL). The purpose of this study is to investigate the attitudes of Vinschool Ocean Park Grade 11 students on the employment of AI in ESL in terms of orientation, use, and impact. A qualitative-descriptive method was adopted to gain in-depth insights into the perceptions of Grade 11 students. The data was gathered through semi-structured interviews, and the transcribed data were subjected to content analysis. Findings suggested that selected Grade 11 learners have a moderate level of familiarity with AI in education. The learners want to know more and have some reservations regarding the use and implications of AI. They have used only a few AI applications in their learning of ESL, with varying expectations and satisfaction levels of the outcomes. In light of the results, this research recommends a broader integration of AI in the classroom, accompanied by adequate training to improve teacher and student understanding and usage. Future studies on AI in learning ESL should focus more on student perspectives to evaluate how AI can be used to enhance educational experiences.

This study examines students' perceptions of the positive and negative impacts of using Artificial Intelligence (AI) in learning in the digital era. In the digital era, AI is growing rapidly and its potential is expanding in education. Understanding students' perceptions is key to implementing AI effectively and optimally. This study used a qualitative method with a descriptive approach and involved 114 students at two universities in Lampung. Data was collected through an online questionnaire. The results show that most students have a positive perception of the impact of AI in learning. AI helps them focus on learning, understand the material more easily, complete tasks faster, and make learning more interesting. However, some students also have concerns about the negative impacts of AI, such as laziness in learning, dependence on technology, and potential misuse of AI. This study concludes that AI has great potential to improve the quality of student learning. It should be understood that AI cannot replace the role of lecturers, but it can assist lecturers and students in the learning process. It is important to use AI carefully and balance it with conventional learning. The results of this research are expected to contribute to various parties in achieving better educational goals.

This qualitative research aims to explore and understand students' experiences in using artificial intelligence (AI) in learning to write in a university environment. This research integrates artificial intelligence and writing learning in higher education. In an era where artificial intelligence (AI) is becoming more and more profound in our lives. The focus of this research is to understand how the use of AI impacts students' learning experiences in the context of writing. The research method used was in-depth interviews with students involved in using AI in learning to write. Research subjects were chosen randomly to determine their level of experience, scientific discipline, and level of writing ability. In-depth interviews were conducted to gain an in-depth understanding of their views regarding AI in the writing learning process. The research results show that there are various perceptions developing among students regarding the use of AI in the context of learning to write. Students expressed feeling helped by AI tools in identifying and correcting grammatical and spelling errors, as well as in constructing stronger arguments. They feel that AI provides fast feedback that allows them to improve their writing skills significantly. However, some also feel replaced by technology, feeling the lack of human interaction which may reduce the learning process.

The increasing prevalence of artificial intelligence (AI) in everyday life has intensified the emphasis on teaching AI literacy to children. However, there is no consensus on the specific knowledge and skills that constitute children’s AI literacy, resulting in varied AI learning materials for young people. We systematically searched for educational practices for children’s AI learning in both formal and informal settings and examined the AI learning content taught to children. Our findings led to the development of a holistic AI literacy framework for children, which contains three high-level dimensions and eight content areas of AI literacy: AI awareness (AI definition, AI application, and AI history), AI mechanics (AI input, learning procedure, and AI output), and AI impacts (AI implication and responsible practice). Theoretically, we contribute a research-based, comprehensive, and current framework for children’s AI literacy, advancing its conceptualization in early life stages. Practically, our framework can guide researchers and practitioners in promoting AI education for the next generation.

The title of this study is Hospitality Students' Perceptions of the Use of AI in English Language Learning at the Tourism Department of Kupang State Polytechnic. This study aims to determine the perceptions of hospitality students about the use of artificial intelligence (AI) in English language learning, as well as the impact of the use of AI. Student perceptions are divided into 2, namely positive and negative. Some of them think that the use of AI is very helpful for them in understanding and mastering 4 basic English skills, namely reading, listening, writing and speaking and can improve their learning experience through a more personal and adaptive approach, which allows them to learn according to their respective needs. There are also students who have negative opinions regarding the use of AI in the English language learning process. They feel that with the AI application, students will be more dependent on the application and no longer read existing modules or books related to their respective fields of science in this case related to the hospitality industry. They may also trust the application more than the lecturer/teacher who teaches. According to them, this needs to be addressed more carefully and thoroughly so as not to harm other parties, especially teaching staff or practitioners who are experts in the field of science, especially English. The impact of using AI is also divided into two, namely positive and negative. The positive impact is that AI can improve the quality of English learning, help them know which parts need to be improved and speed up the learning process. AI also allows learning that can be accessed anytime and anywhere or study everywhere, students are ready for the world of work because they believe that increasing English skills will better prepare them to face the challenges of the world of work, especially in the tourism industry in this case the increasingly global hospitality. The negative impact according to students is that this application can create dependence on technology so that they no longer learn independently and think logically/critically. Students will also interact less with fellow students and teachers because AI reduces the opportunity to practice language in real social interactions. Despite everything, AI applications actually bring new breakthroughs in the world of technology and various related fields, especially 1 https://mapindo.ejurnal.info/index.php/manajemen_pelayanan_hotel Vol. x, No.x; year education. This application can actually support learning. The use of AI applications appropriately can accelerate the education process.

In the wake of the fourth industrial revolution, artificial intelligence is gaining momentum and is widely applied in various aspects of life, particularly education. This study investigates the factors influencing students' use of artificial intelligence (AI) in learning, focusing on students at Ho Chi Minh City University of Industry. The research uses a combination of the technology acceptance model and the theory of planned behavior to examine the relationships between subjective norms, image, job relevance, output quality, result demonstrability, self-efficacy, anxiety, perceived playfulness, perceived enjoyment, perceived ease of use, perceived usefulness, and behavioral intention. Combining these technological models brings new insights into the context of AI that can support or hinder user behavior through bias. The results were then analyzed based on the least squares linear structural model, with 390 students participating in the survey using the stratified sampling approach. The study found that perceived ease of use and usefulness are the most significant factors influencing students' intention to use AI in learning. Subjective norms also play an essential role in shaping students' image and intention to use AI. The research also highlights the importance of self-efficacy, perceived enjoyment, playfulness, output quality, result demonstrability, and job relevance in influencing students' perceptions and use of AI. The findings of this study underscore the need for educational institutions to create a supportive environment that encourages students to use AI in learning. In contrast, AI technology creators need to focus on simplifying the user experience to make AI tools more accessible and easy to use. These practical recommendations of the research can guide policy and design decisions in the field of educational technology. Finally, in place of a conclusion, the study also aims to open up further approaches for AI platforms in academia.

The focus of education in the 4.0 era is not only on academic knowledge, but also on the development of important skills such as critical thinking, problem solving, creativity, collaboration, and digital literacy. These are skills needed to adapt to the changing world of work. The use of technologies such as the Internet of Things (IoT), big data, artificial intelligence (AI), and augmented reality (AR) has changed the way teachers and students interact. Learning can be done online with digital platforms, allowing access to wider information and flexibility of time. Artificial intelligence (AI) has changed many aspects of life, including education. This article aims to explore the use of AI in learning for students, with a focus on effectiveness, impact, and challenges faced. Through a literature review and case studies, this research identifies how AI can improve the learning experience, personalize education, and increase student engagement.

PurposeTo support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial intelligence (AI) learning activity. We developed Feature City to facilitate students' learning of AI concepts. This study aimed to explore students' learning outcomes and behaviors when using Feature City.Design/methodology/approachJunior high school students were the subjects who used Feature City in an AI learning activity. The learning activity consisted of 90-min sessions once per week for five weeks. Before the learning activity, the teacher clarified the learning objectives and administered a pretest. The teacher then instructed the students on the features, supervised learning and unsupervised learning units. After the learning activity, the teacher conducted a posttest. We analyzed the students' prior knowledge and learning performance by evaluating their pretest and posttest results and observing their learning behaviors in the AI learning activity.Findings(1) Students used Feature City to learn AI concepts to improve their learning outcomes. (2) Female students learned more effectively with Feature City than male students. (3) Male students were more likely than female students to complete the learning tasks in Feature City the first time they used it.Originality/valueWithin SDGs, this study used STEM and extended reality technologies to develop Feature City to engage students in learning about AI. The study examined how much Feature City improved students' learning outcomes and explored the differences in their learning outcomes and behaviors. The results showed that students' use of Feature City helped to improve their learning outcomes. Female students achieved better learning outcomes than their male counterparts. Male students initially exhibited a behavioral pattern of seeking clarification and error analysis when learning AI education, more so than their female counterparts. The findings can help teachers adjust AI education appropriately to match the tutorial content with students' AI learning needs.

Artificial Intelligence (AI) has become an increasingly important field in the current era of digital transformation. Artificial Intelligence (AI), is a technology designed to make computer systems able to imitate human intellectual abilities. Artificial intelligence (AI) allows computers to learn from experience, identify patterns, make decisions, and complete complex tasks quickly and efficiently. Artificial Intelligence (AI) is able to connect every device, so that someone can automate all devices without having to be on site. More than that, currently there are many machines that can interpret certain conditions or events with the help of Artificial Intelligence (AI). The processes that occur in Artificial Intelligence (AI) include learning, reasoning, and self-correction. The implementation of AI in human workmanship is to obtain optimal performance results with fast processing times and maximum results. In today's modern era, artificial intelligence (AI) is very necessary to make activities easier, especially in rural areas. So that the village becomes a modern village and is more advanced with today's technology. Therefore, this Community Service was carried out in Cisadane Village, Kwandang District, North Gorontalo Regency, Gorontalo Province. In obtaining the data used were observation and literature study. This service activity is an effort to apply artificial intelligence (AI) in learning and teaching activities in Cisadane Village, Kwandang District, North Gorontalo Regency, Gorontalo Province. This effort was motivated by the lack of implementation and lack of human resources in artificial intelligence (AI) technology in Cisadane Gorontalo Village, which resulted in artificial intelligence (AI) technology in Cisadane Gorontalo Village not being optimal. As a form of the author's thinking, several efforts and breakthroughs are offered, namely; 1.) The role of Artificial Intelligence (AI) for the people of Cisadane Village in creating a modern and technology-literate Village, by making all activities in the village easier. 2.) Increasing Human Resources in utilizing Artificial Intelligence (AI) Technology, which previously did not know, became aware so that can advance the village. Keywords : Artificial Intelligence, AI, Cisadane Village, Community Service

The use of Artificial Intelligence (AI) in education offers significant opportunities to transform learning processes, including in Catholic Religious Education (CRE) at the senior high school level. This article aims to identify effective and ethical strategies for integrating AI into CRE instruction by considering Catholic faith values and students’ character development. The study uses a qualitative literature review approach to analyze scholarly sources and current practices of AI application in education. Findings indicate that AI can enhance personalized learning, provide real-time feedback, and create more interactive and context-rich learning experiences. Practical implementations such as adaptive learning systems, chatbots, and AI-based simulations have shown positive impacts on students' comprehension. However, challenges including teacher readiness, technological infrastructure, and ethical concerns must be addressed seriously. Therefore, integrating AI in CRE must be done thoughtfully, responsibly, and in harmony with religious and moral contexts. With careful planning, AI can become a valuable tool to deepen students' faith understanding and support holistic character formation in the digital age.

As the popularity and accessibility of artificial intelligence (AI) in learning continue to rise, online education has increasingly incorporated AI. It is imperative to investigate how AI in the scholarly community supports the learning of autonomous students. This scoping review investigated articles that employed AI in discussion forums. The objective of this study is to develop a summary that denotes the effective integration of AI in discussion forums, thereby characterizing the overall learning experience. In accordance with the search, appraisal, synthesis, and analysis (SALSA) framework, the preferred reporting items for systematic reviews and meta-analyses (PRISMA) flow diagram was employed to design the article screening and selection process. Scopus was utilized for the literature search, resulting in the identification of twelve articles that met the predetermined inclusion and exclusion criteria. The extracted articles covered the following six applications: intelligent tutoring systems, AI-assisted apps, chatbots, automatic formative assessment, AI teaching assistants, and AI-assisted lifelong learning assistants. Three types of man-machine partnerships related to the activities are discussed: student-AI partnerships, student-AI-student partnerships, and student-AI-teacher partnerships, the latter being the most commonly observed. The generated content was frequently processed through teacher adjustments and checks. Components of community of inquiry theory were adapted as indicators. Cognitive presence was observed to be more predominant than social presence, with a particular emphasis on individual learning achievements. Three distinct perspectives regarding the role of AI in learning were identified. The first perspective posited that AI functioned as a virtual teacher, supplementing the teaching functions of human teachers and delivering information to students. In the second perspective, AI facilitated students in collecting information by enabling interactions with messages or peers. In the third perspective, the significance of the automatic evaluation function, which assessed learning activities and provided feedback to enhance the system while simultaneously implementing immediate changes in the learning process, was acknowledged. Regarding the role of communication, teachers clearly intended for students to acquire knowledge through it. Despite the focus on assisting individual learners, each article encompassed references from a wide range of fields and exhibited substantial diversity overall. Consequently, the domain of discussion forums with AI was depicted through the complex interplay between technology, pedagogy, and the learning environment. This context is known as entangled pedagogies, which emphasize understanding the interconnections among these elements and their reciprocal influences. In summary, AI was predominantly utilized in the form of chatbots and GenAI in discussion forums. Emerging AI roles included virtual teachers, peer/message matching, and automated evaluation. Aggregated information was presented in a manner that supported student learning. AI also served as a conduit between students and teachers.

BackgroundTo analyze medical students’ perceptions, trust, and attitudes toward artificial intelligence (AI) in medical education, and explore their willingness to integrate AI in learning and teaching practices.MethodsThis cross-sectional study was performed with undergraduate and postgraduate medical students from two medical universities in Beijing. Data were collected between October and early November 2024 via a self-designed questionnaire that covered seven main domains: Awareness of AI, Expectations and concerns about AI, Importance of AI in education, Potential challenges and risks of AI in education and learning, The role and potential of AI in education, Perceptions of generative AI, and Behavioral intentions and plans for AI use in medical education.ResultsA total of 586 students participated in the survey, 553 valid responses were collected, giving an effective response rate of 94.4%. The majority of participants reported familiarity with AI concepts, whereas only 43.5% had an understanding of AI applications specific to medical education. Postgraduate students exhibited significantly higher levels of awareness of AI tools in medical contexts compared with undergraduate students (p < 0.001). Gender differences were also observed, with male students showing more enthusiasm and higher engagement with AI technologies than female students (p < 0.001). Female students expressed greater concerns regarding privacy, data security, and potential ethical issues related to AI in medical education than male students (p < 0.05). Male students or postgraduate students showed stronger behavioral intentions to integrate AI tools in their future learning and teaching practices.ConclusionsMedical students exhibit optimistic yet cautious attitudes toward the application of AI in medical education. They acknowledge the potential of AI to enhance educational efficiency, but remain mindful of the associated privacy and ethical risks. Strengthening AI education and training and balancing technological advancements with ethical considerations will be crucial in facilitating the deep integration of AI in medical education.Trial registrationNot clinical trial.

The integration of Artificial Intelligence (AI) in English language learning has significantly influenced students language development by enhancing listening, speaking, and writing skills. AI tools provide real-time feedback, personalized learning experiences, and tailored instructional materials that facilitate student engagement and motivation. Additionally, AI-based applications improve pronunciation, grammar, and vocabulary acquisition through adaptive learning models. However, challenges such as overreliance on technology, ethical concerns, and difficulties in teacher adaptation pose obstacles to its effective implementation. This paper explores the benefits and limitations of AI in English language learning, examining its impact on students development and the role of educators in mitigating potential drawbacks. The findings highlight AIs potential to transform language education while emphasizing the need for a balanced approach that integrates human instruction with AI capabilities. Future research should focus on optimizing AI-driven learning environments to ensure equitable and effective language acquisition for students worldwide.