Dataset 1 identified challenges in current teaching (resources, knowledge, digital tools) alongside opportunities for emerging technologies to clarify complex concepts and teach critical skills¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-27 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? University teachers reported challenges including lack of resources, lack of knowledge, and lack of appropriate digital tools. → Ulla Hemminki-Reijonen 2025 q2 i? Teachers saw emerging technologies as clarifying complex concepts and helping teach critical skills. → Ulla Hemminki-Reijonen 2025 (2)

Evidence¶

Ulla Hemminki-Reijonen 2025¶

Ulla Hemminki-Reijonen, Noha M. A. M. Hassan, Minna Huotilainen, Jaana-Maija Koivisto & Benjamin Ultan Cowley. (2025). Design of generative AI-powered pedagogy for virtual reality environments in higher education. npj Science of Learning. https://doi.org/10.1038/s41539-025-00326-1

q2 · i? · qualitative · r2

Interview-based thematic analysis of researcher notes from 30 meetings with 31 university teachers across 9 faculties and one research institute; the authors report that "the primary theme identified was challenges in current teaching," with categories of resources, knowledge, and digital tools (Table 1).

"From Dataset 1, the primary theme identified was challenges in current teaching. According to the lack of resources, the educators desired more teachers and additional funding to pay for course developers and to set deadlines for the projects."

Ulla Hemminki-Reijonen 2025 (2)¶

Ulla Hemminki-Reijonen, Noha M. A. M. Hassan, Minna Huotilainen, Jaana-Maija Koivisto & Benjamin Ultan Cowley. (2025). Design of generative AI-powered pedagogy for virtual reality environments in higher education. npj Science of Learning. https://doi.org/10.1038/s41539-025-00326-1

q2 · i? · design · r2

Within the opportunities theme of Dataset 1, teachers described using VR to "demonstrate spatial and temporal scale" to make complex concepts such as cause and effect easier, and to do things that are impossible in the classroom (for example, showing the journey of a molecule from the body to wastewater, or walking inside a leaf to experience the carbon cycle).

"Teachers would also like to be able to demonstrate spatial and temporal scale, e.g., in biological processes: some effects happen slowly, some in the long term."

Discussion¶

Related Claims¶

• Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently — related
• Nursing students and faculty report concerns that AI use may weaken critical thinking, enable plagiarism and misinformation, and create unequal access — related
• Respondents identified algorithmic bias (31.9%), data privacy (27.5%), and technical reliability (27.5%) as the primary risks of AI in education — related
• Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness — related
• AI integration is associated with improvements in teaching, learning, and administrative efficiency in higher education when supported by adequate infrastructure — related
• Educators' ideas on AI and VR in teaching were classified into three main categories: AI acting as a character, emerging technology to assist students' learning, and emerging technology to help the teacher — related
• Domain-expert testing indicated the two GAI characters fulfilled 9 of the 12 educator needs identified in the needs analysis