Examining how generative AI tools benefit and challenge teachers’ research-informed practice
Examining how generative AI tools benefit and challenge teachers’ research-informed practice
Teachers’ utilisation of research evidence, known as research-informed educational practice (RIEP), has yet to be widely adopted in schools due to barriers such as time constraints and the complex language used in scientific publications. However, the introduction of generative artificial intelligence (AI) tools like ChatGPT offers potential solutions to these challenges. This study explores the benefits and challenges associated with teachers’ use of generative AI tools for their RIEP. A systematic review was conducted, guided by a theory of RIEP. From 790 initial studies, 19 were included after full-text screening. Our findings reveal a range of practical, pedagogical, and psychological benefits and costs associated with teachers’ use of generative AI tools in their RIEP. Additionally, our review indicates that while these tools can enhance teachers' engagement in RIEP, they may also have mixed impacts on their professional identity – both challenging and enriching the theoretical framework employed in this study.
teaching, research-informed practice, generative AI
Sowa, Stephen
7475ff9c-fc98-45e9-a308-fe5d885bef6f
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Newman, Rachele
f9d6d148-3100-499e-84c8-ad1e5c295c70
9 June 2025
Sowa, Stephen
7475ff9c-fc98-45e9-a308-fe5d885bef6f
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Newman, Rachele
f9d6d148-3100-499e-84c8-ad1e5c295c70
Sowa, Stephen, Brown, Chris, Choi, Tae-Hee and Newman, Rachele
(2025)
Examining how generative AI tools benefit and challenge teachers’ research-informed practice.
European Journal of Teacher Education.
(doi:10.1080/02619768.2025.2518193).
Abstract
Teachers’ utilisation of research evidence, known as research-informed educational practice (RIEP), has yet to be widely adopted in schools due to barriers such as time constraints and the complex language used in scientific publications. However, the introduction of generative artificial intelligence (AI) tools like ChatGPT offers potential solutions to these challenges. This study explores the benefits and challenges associated with teachers’ use of generative AI tools for their RIEP. A systematic review was conducted, guided by a theory of RIEP. From 790 initial studies, 19 were included after full-text screening. Our findings reveal a range of practical, pedagogical, and psychological benefits and costs associated with teachers’ use of generative AI tools in their RIEP. Additionally, our review indicates that while these tools can enhance teachers' engagement in RIEP, they may also have mixed impacts on their professional identity – both challenging and enriching the theoretical framework employed in this study.
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Examining how generative AI tools benefit and challenge teachers’ research-informed practice
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Examining how generative AI tools benefit and challenge teachers research-informed practice
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More information
Accepted/In Press date: 31 May 2025
e-pub ahead of print date: 9 June 2025
Published date: 9 June 2025
Keywords:
teaching, research-informed practice, generative AI
Identifiers
Local EPrints ID: 501447
URI: http://eprints.soton.ac.uk/id/eprint/501447
ISSN: 0261-9768
PURE UUID: 6f7bc31d-9166-4448-b124-0909ae94fc01
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Date deposited: 02 Jun 2025 16:35
Last modified: 03 Sep 2025 02:10
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Contributors
Author:
Stephen Sowa
Author:
Chris Brown
Author:
Tae-Hee Choi
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