DOI:
https://doi.org/10.64782/istlj.2252299-328Keywords:
Digital natives, digital immigrants, artificial intelligence assisted instruction, educational technologies, individualized learningHighlights
Abstract
This study examines the pedagogical differences between digital natives and digital immigrants in the context of artificial intelligence (AI) supported teaching strategies. Using mixed methods research design, teachers' adoption processes of AI tools were analyzed through quantitative (questionnaire) and qualitative (interviews and classroom observations) data collection techniques. The findings show that digital natives adapt to AI-supported teaching methods faster, while digital immigrants struggle in this process due to lack of technical knowledge and pedagogical habits. AI tools have the potential to reduce teachers' workload, create individualized learning environments and increase student achievement. However, for the effective integration of AI technologies, teacher training programs need to be strengthened, technical support mechanisms need to be established, and more comprehensive regulations on data privacy issues need to be made. The results of the study suggest that educational policies should be restructured in line with AI-supported pedagogical transformation.
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