Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Karen Kimball

Committee Member

Sherry Burke

Committee Member

Kimberly Durham

Keywords

artificial intelligence technologies, differentiated learning, hybrid intelligence, artificial intelligence in education.

Abstract

This applied dissertation was a qualitative case study to examine the unique decision-making process Grade 6-8 teachers go through when considering whether to integrate generative artificial intelligence to enhance human intelligence in the development and implementation of instructional materials. Artificial intelligence tools may be one way to support teachers in the classroom to save time, differentiate learning, and support English language learning. However, not all teachers were utilizing artificial intelligence to support their teaching.

To learn more about this decision-making process, the researcher employed a qualitative approach using the Case Study Methodology. The researcher provided a survey and conducted an interview with each participant. The survey included questions about demographic information and the participants’ current use of AI, or lack of use of AI in the classroom to enhance their teaching. The participants were encouraged to explore the use of AI to enhance teaching from the time of the survey until the interview. The questions in the interview were aligned to the two research questions addressing the decision to use AI to design educational content or to teach educational content.

An analysis of the data revealed six main themes associated with the decision-making process to use AI to design or teach educational content: Peer Influence, Effort and Time, Positive Impact on Performance, Heightened Learning Experiences, Risks Involved with the Use of AI, and Preparing Students for the Future.

This study is relevant for Grade 6-8 educators, including teachers, curriculum specialists, policymakers, and educational administrators. The results of this study may benefit each type of educator in teaching, designing, and managing educational experiences within the landscape of AI in education and informing the formation of a conducive environment for teachers to leverage the benefits of using artificial intelligence to enhance human intelligence and support teaching in their classrooms.

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