Structural and dynamical future-scaffolding skills appeared in teachers' visions, led by causal-relationship identification and present-future shifting¶
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? The most frequently cited structural skills were St3 (22%) and St4 (20%), and the predominant dynamical skills were Dyn2 (22%), Dyn4 (18%), and Dyn7 (18%). → 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
Content analysis of 50 essays coded for structural and dynamical future-scaffolding skills. The article also reports "The predominant dynamical skills (Dyn) demonstrate participants' capacity to think beyond present boundaries" (Dyn2: 22%, Dyn4: 18%, Dyn7: 18%).
"The most frequently cited structural skills were St3 (22%) and St4 (20%) – see Table 4 – with responses aligning with probable futures, including those considered "likely to occur" primarily based on current trends (Voros, 2003)."
Discussion¶
Related Claims¶
- Teachers perceived AI-supported futures as increasingly imaginable and linked to present actions — related
- Teachers' visions most often broadened through wider action strategies, futures thinking, and methodological variety — related
- Personal experience influenced teachers' visions of AI futures more than organizational culture or societal factors — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
future-scaffolding-skills-teacher-essays |
title |
Structural and dynamical future-scaffolding skills appeared in teachers' visions, led by causal-relationship identification and present-future shifting |
description |
Structural and dynamical future-scaffolding skills appeared in teachers' visions, led by causal-relationship identification and present-future shifting |
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.