How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis
Abstract In-service teacher professional development (TPD) is essential for improving teacher quality and student outcomes. Effective professional development equips teachers to actively engage in problem-solving and meaning construction. However, current online TPD often lacks tailored support, str...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-08-01
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| Series: | International Journal of Educational Technology in Higher Education |
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| Online Access: | https://doi.org/10.1186/s41239-025-00544-y |
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| _version_ | 1849343592788656128 |
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| author | Hui Zhang Qi Wang |
| author_facet | Hui Zhang Qi Wang |
| author_sort | Hui Zhang |
| collection | DOAJ |
| description | Abstract In-service teacher professional development (TPD) is essential for improving teacher quality and student outcomes. Effective professional development equips teachers to actively engage in problem-solving and meaning construction. However, current online TPD often lacks tailored support, structured analysis, communication, and feedback, limiting teachers’ ability to engage in deep knowledge-building. Generative Artificial Intelligence (GenAI), exemplified by models like ChatGPT, has attracted significant attention for its potential in education, particularly in offering personalized feedback and fostering deep cognitive engagement. This study examines a large language model developed in China to investigate its impact on in-service teachers’ knowledge-building processes. Through analysis of frequency and epistemic network, this study demonstrates that GenAI significantly enhances in-service teachers’ information analysis and critical thinking. It also promotes greater attention to information processing, evaluation, and knowledge transfer during the knowledge-building process, although it performs less effectively in fostering social interaction and collaboration. The study further reveals that GenAI’s impact on knowledge building varies across learning tasks, with its support being particularly significant in higher-order, complex tasks. Building on these findings, the study offers recommendations for professional development for teachers. |
| format | Article |
| id | doaj-art-6588a97bf01d4cc49d3ed004b23ce686 |
| institution | Kabale University |
| issn | 2365-9440 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj-art-6588a97bf01d4cc49d3ed004b23ce6862025-08-20T03:42:56ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402025-08-0122113710.1186/s41239-025-00544-yHow could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysisHui Zhang0Qi Wang1Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies UniversityArtificial Intelligence and Human Languages Lab, Beijing Foreign Studies UniversityAbstract In-service teacher professional development (TPD) is essential for improving teacher quality and student outcomes. Effective professional development equips teachers to actively engage in problem-solving and meaning construction. However, current online TPD often lacks tailored support, structured analysis, communication, and feedback, limiting teachers’ ability to engage in deep knowledge-building. Generative Artificial Intelligence (GenAI), exemplified by models like ChatGPT, has attracted significant attention for its potential in education, particularly in offering personalized feedback and fostering deep cognitive engagement. This study examines a large language model developed in China to investigate its impact on in-service teachers’ knowledge-building processes. Through analysis of frequency and epistemic network, this study demonstrates that GenAI significantly enhances in-service teachers’ information analysis and critical thinking. It also promotes greater attention to information processing, evaluation, and knowledge transfer during the knowledge-building process, although it performs less effectively in fostering social interaction and collaboration. The study further reveals that GenAI’s impact on knowledge building varies across learning tasks, with its support being particularly significant in higher-order, complex tasks. Building on these findings, the study offers recommendations for professional development for teachers.https://doi.org/10.1186/s41239-025-00544-yGenerative artificial intelligenceKnowledge buildingIn-service teacherEpistemic network analysis |
| spellingShingle | Hui Zhang Qi Wang How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis International Journal of Educational Technology in Higher Education Generative artificial intelligence Knowledge building In-service teacher Epistemic network analysis |
| title | How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis |
| title_full | How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis |
| title_fullStr | How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis |
| title_full_unstemmed | How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis |
| title_short | How could GenAI work on in-service teachers’ knowledge building process? An empirical study based on epistemic network analysis |
| title_sort | how could genai work on in service teachers knowledge building process an empirical study based on epistemic network analysis |
| topic | Generative artificial intelligence Knowledge building In-service teacher Epistemic network analysis |
| url | https://doi.org/10.1186/s41239-025-00544-y |
| work_keys_str_mv | AT huizhang howcouldgenaiworkoninserviceteachersknowledgebuildingprocessanempiricalstudybasedonepistemicnetworkanalysis AT qiwang howcouldgenaiworkoninserviceteachersknowledgebuildingprocessanempiricalstudybasedonepistemicnetworkanalysis |