Article Sidebar

Submitted
Jan 19, 2022
Accepted
Mar 21, 2022
Published
Dec 30, 2024
Download
pdf
Statistic
Read Counter : 11 Download : 1

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study examines the application of artificial intelligence (AI) in developing teachers' soft skills in West Sumatra. AI technology plays an important role in supporting the improvement of communication skills, classroom management, and critical thinking through personalized training and instant feedback. This study uses a qualitative descriptive method with a case study approach to analyze the effectiveness of AI in supporting teacher competency development. The results of the study show that although AI is able to provide positive impacts, the main challenges faced are the digital infrastructure gap and low digital literacy among teachers, especially in remote areas. However, with the support of the right policies and more inclusive training, AI has great potential to improve the quality of education in West Sumatra.

Keywords

AI, soft-skill, education, West Sumatra, digital literacy.

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
1.
Rahadian Zainul, Dony Novaliendry, Budhi Oktavia, Fitrah Mey Harmi Siregar, Maiti Faddila, Hidayatul Husna, et al. Artificial Intelligence in Teacher Soft-Skill Development: A Review of Educational Initiatives in West Sumatra. EKSAKTA [Internet]. 2024 Dec. 30 [cited 2026 Apr. 17];25(04):508-20. Available from: https://eksakta.ppj.unp.ac.id/index.php/eksakta/article/view/301

References

  1. [1] Aggarwal, D., Sharma, D., & Saxena, A. B. (2023). Adoption of Artificial Intelligence (AI) For Development of Smart Education as the Future of a Sustainable Education System. Journal of Artificial Intelligence, Machine Learning and Neural Network, 36, 23–28. https://doi.org/10.55529/jaimlnn.36.23.28
  2. [2] Aggarwal, K. K., & Agrawal, S. (2024). Artificial intelligence and its role in financial market. Global Financial Analytics and Business Forecasting, 67–82.
  3. [3] Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. Springer, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7
  4. [4] Alordiah, C. O. (2023). Proliferation of Artificial Intelligence Tools: Adaptation Strategies in the Higher Education Sector. Propellers Journal of Education, 2(1), 53–65.
  5. [5] Ambarwati, D., Wibowo, U. B., Arsyiadanti, H., & Susanti, S. (2022). Studi Literatur: Peran Inovasi Pendidikan pada Pembelajaran Berbasis Teknologi Digital. Jurnal Inovasi Teknologi Pendidikan, 8(2), 173–184. https://doi.org/10.21831/jitp.v8i2.43560
  6. [6] Arakpogun, E. O., Elsahn, Z., Olan, F., & Elsahn, F. (2021). Artificial Intelligence in Africa: Challenges and Opportunities. Studies in Computational Intelligence, 935, 375–388. https://doi.org/10.1007/978-3-030-62796-6_22
  7. [7] Murtaza, M., Ahmed, Y., Shamsi, J. A., Sherwani, F., & Usman, M. (2022). AI-Based Personalized E-Learning Systems: Issues, Challenges, and Solutions. IEEE Access, 10(August), 81323–81342. https://doi.org/10.1109/ACCESS.2022.3193938
  8. [8] Demartini, C. G., Sciascia, L., Bosso, A., & Manuri, F. (2024). Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study. Sustainability (Switzerland), 16(3). https://doi.org/10.3390/su16031347
  9. [9] Van Der Vorst, T., & Jelicic, N. (2019). Artificial Intelligence in Education Can AI bring the full potential of personalized learning to education? 30th European Conference of the International Telecommunications Society (ITS): “Towards a Connected and Automated Society”, Helsinki, Finland, 16th-19th June, 2019, 1–21. https://www.econstor.eu/bitstream/10419/205222/1/van-der-Vorst-Jelicic.pdf
  10. [10] Roberts, H., Cowls, J., Morley, J., Taddeo, M., Wang, V., & Floridi, L. (2021). The Chinese approach to artificial intelligence: an analysis of policy, ethics, and regulation. AI and Society, 36(1), 59–77. https://doi.org/10.1007/s00146-020-00992-2
  11. [11] Saveliev, A., & Zhurenkov, D. (2021). Artificial intelligence and social responsibility: the case of the artificial intelligence strategies in the United States, Russia, and China. Kybernetes, 50(3), 656–675. https://doi.org/10.1108/K-01-2020-0060
  12. [12] Joshi, S., Rambola, R. K., & Churi, P. (2021). Evaluating artificial intelligence in education for next generation. Journal of Physics: Conference Series, 1714(1). https://doi.org/10.1088/1742-6596/1714/1/012039
  13. [13] Holmes, Wayne;, Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and learning. Center for Curriculum Redesign.
  14. [14] González-Calatayud, V., Prendes-Espinosa, P., & Roig-Vila, R. (2021). Artificial intelligence for student assessment: A systematic review. Applied Sciences (Switzerland), 11(12). https://doi.org/10.3390/app11125467
  15. [15] Ngwa, W., Olver, I., & Schmeler, K. M. (2020). The Use of Health-Related Technology to Reduce the Gap Between Developed and Undeveloped Regions Around the Globe. American Society of Clinical Oncology Educational Book, 40, 227–236. https://doi.org/10.1200/edbk_288613
  16. [16] Sharma, P., Madan, J., Mann, S., Mantri, A., & Sharma, R. (2020). Studies on the outcome and relevance of research in artificial intelligence domain in South Asian subcontinent. Procedia Computer Science, 172(2019), 616–622. https://doi.org/10.1016/j.procs.2020.05.079
  17. [17] Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
  18. [18] Holmes, Wayne. (2023). Asian and European Teachers’ Perspectives on AI and Education:A Report Based on InsightsShared by Secondary School Teachers. In Asia-Europe Foundation (ASEF): Singapore. . https://asef.org/publications/asian-and-european-teachers-perspectives-on-ai-and-education/
  19. [19] Luckin, R., & Holmes, W. (2016). Intelligence Unleashed: An argument for AI in Education. In UCL Knowledge Lab: London, UK. . https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf
  20. [20] Dimitriadou, E., & Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00231-3
  21. [21] Kim, Y., Soyata, T., & Behnagh, R. F. (2018). Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education. IEEE Access, 6, 5308–5331. https://doi.org/10.1109/ACCESS.2018.2791861
  22. [22] Knight, S., Dickson-Deane, C., Heggart, K., Kitto, K., Kozanoğlu, D. C., Maher, D., Naraya, B., & Zarrabi, F. (2023). Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry. Australasian Journal of Educational Technology, 39(5), 101–124. https://doi.org/10.14742/ajet.8922
  23. [23] Kolog, E. A., Odoi Devine, S. N., Egala, S. B., Amponsah, R., Budu, J., & Farinloye, T. (2022). Rethinking the Implementation of Artificial Intelligence for a Sustainable Education in Africa: Challenges and Solutions. 29, 27–46. https://doi.org/10.1108/s1877-636120220000029003
  24. [24] Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success. Applied Sciences (Switzerland), 13(11). https://doi.org/10.3390/app13116716
  25. [25] Fauzy Maarij Mutaqin, Idah Jubaedah, Herry Koestianto, & Dede Indra Setiabudi. (2023). Efektif Artificial Intelligence (Ai) Dalam Belajar Dan Mengajar. Jurnal Pendidikan : SEROJA, 2.
  26. [26] Selwyn, N. (2019). Should Robots Replace Teachers?: AI and the Future of Education. Polity Press.
  27. [27] Stewart, J., Lu, J., Gahungu, N., Goudie, A., Fegan, P. G., Bennamoun, M., Sprivulis, P., & Dwivedi, G. (2023). Western Australian medical students’ attitudes towards artificial intelligence in healthcare. PLoS ONE, 18(8 August), 1–14. https://doi.org/10.1371/journal.pone.0290642
  28. [28] Tuomi, I. (2018). The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future. https://doi.org/10.2760/12297
  29. [29] Williams, P. T. (2023). Education Evolution: Pedagogical Techniques for the Modern World. International Journal of Research and Review Techniques, 2(2), 7–13. https://ijrrt.com/index.php/ijrrt/article/view/17
  30. [30] Piaget, J. (1971). The Theory of Stages in Cognitive Development. McGraw-Hill.
  31. [31] Mouta, A., Pinto-Llorente, A. M., & Torrecilla-Sánchez, E. M. (2023). Uncovering Blind Spots in Education Ethics: Insights from a Systematic Literature Review on Artificial Intelligence in Education. In International Journal of Artificial Intelligence in Education (Issue 0123456789). Springer New York. https://doi.org/10.1007/s40593-023-00384-9
  32. [32] Steels, L., & De Mantaras, R. L. (2018). The Barcelona declaration for the proper development and usage of artificial intelligence in Europe. AI Communications, 31(6), 485–494. https://doi.org/10.3233/AIC-180607
  33. [33] Glaze, A. R. (2019). Teachers’ Conceptions of Mathematics and Intelligent Tutoring System Use.
  34. [34] Tanjung, A. Q., Suciptaningsih, O. A., & Asikin, N. (2024). Urgensi Etika Dalam Literasi Digital Di Era Globalisasi. WASIS : Jurnal Ilmiah Pendidikan, 5(1), 32–41. https://doi.org/10.24176/wasis.v5i1.11566

Most read articles by the same author(s)