Examining how generative AI tools benefit and challenge teachers’ research-informed practice
Year: 2025
Type: article
Study design: Systematic Review
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.
Institution: University of Southampton
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411149055