Teachers combined high concern about education's future with belief that change requires active effort and that AI is associated with progress¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Participants rated envisioned futures as plausible (M = 5.21, SD = 1.32), requiring active effort (M = 5.88, SD = 1.58), expressed high concern (M = 6.00, SD = 1.15), and associated AI with human progress (M = 5.41, SD = 1.97). → Daniusevičiūtė-Brazaitė L 2026
Evidence¶
Daniusevičiūtė-Brazaitė L 2026¶
Daniusevičiūtė-Brazaitė L, Gaižiūnienė L and Pučėtaitė R (2026) AI in inclusive education: teachers' visions of future-oriented practices. Front. Educ. 11:1890925. https://doi.org/10.3389/feduc.2026.1890925
q2 · i? · qualitative · r2
Descriptive statistics on 7-point Likert items from the questionnaire. The article also reports high concern (M = 6.00, SD = 1.15) and that participants "tended to associate AI with human progress rather than regression (M = 5.41, SD = 1.97)".
"Participants generally regarded their envisioned educational futures as plausible (M = 5.21, SD = 1.32) and perceived themselves as having some capacity to contribute to their realization (M = 4.90, SD = 1.39). At the same time, there was a particularly strong perception that the envisioned changes would require active effort from participants in the educational process rather than occurring spontaneously (M = 5.88, SD = 1.58)."
Discussion¶
Related Claims¶
- Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related
- Expert scenarios envision AI saturation as augmenting rather than displacing human pedagogical work (the more-human paradox) — related
- Participants envisioned switchable AI roles — strategic advisor, cross-domain translator, and perspective challenger — whose expansion destabilized perceived neutrality and raised authority and accountability concerns — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
concern-effort-progress-perceptions |
title |
Teachers combined high concern about education's future with belief that change requires active effort and that AI is associated with progress |
description |
Teachers combined high concern about education's future with belief that change requires active effort and that AI is associated with progress |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
recheck_by |
2031 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — daniusevičiūtė-brazaitė-l-2026 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.