Personal experience influenced teachers' visions of AI futures more than organizational culture or societal factors¶
Claim · All claims
Evidence · 1 study · associationalr1·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? Ratings of influencing factors differed significantly, χ2(2) = 30.29, p < .001 (N = 43); personal experience was rated significantly higher than organizational culture (p < .001) and societal factors (p = .009). → 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? · associational · r1
Friedman test on complete cases (N = 43) comparing personal experience (median 9), societal factors (median 9), and organizational culture (median 8). Post-hoc Wilcoxon tests with Holm correction showed "personal experience was rated significantly higher than organizational culture".
"A Friedman test indicated statistically significant differences among the three dimensions, χ2(2) = 30.29, p < .001 (N = 43) (Figure 2). Post-hoc Wilcoxon signed-rank tests with Holm correction showed that personal experience was rated significantly higher than organizational culture (p < .001) and societal factors (p = .009), while societal factors were rated significantly higher than organizational culture (p = .014)."
Discussion¶
Related Claims¶
- Teachers perceived AI-supported futures as increasingly imaginable and linked to present actions — related
- Frequent participation in governance is associated with more favorable perceptions of organizational culture — related
- Teachers rated personal efficiency, caring for learners' needs, and societal contribution as similarly highly important purposes of AI — related
- Structural and dynamical future-scaffolding skills appeared in teachers' visions, led by causal-relationship identification and present-future shifting — related
- Teachers' visions most often broadened through wider action strategies, futures thinking, and methodological variety — related
- School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance — related
- Both groups see societal benefit in experiential learning, but instructors weight societal good more heavily than students, whose reflections center on personal fulfillment — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
personal-experience-over-organizational-culture |
title |
Personal experience influenced teachers' visions of AI futures more than organizational culture or societal factors |
description |
Personal experience influenced teachers' visions of AI futures more than organizational culture or societal factors |
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.