Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions
Artificial intelligence (AI) integration in education is expanding globally due to machine learning and big data advancements. AI has the potential to revolutionize teaching and learning practices by providing personalised experiences and enhancing engagement. However, it also raises concerns regard...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-06-01
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| Series: | International Journal of Educational Research Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374024000992 |
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| author | Lehlohonolo Kurata Musa Adekunle Ayanwale Rethabile Rosemary Molefi Tajudeen Sanni |
| author_facet | Lehlohonolo Kurata Musa Adekunle Ayanwale Rethabile Rosemary Molefi Tajudeen Sanni |
| author_sort | Lehlohonolo Kurata |
| collection | DOAJ |
| description | Artificial intelligence (AI) integration in education is expanding globally due to machine learning and big data advancements. AI has the potential to revolutionize teaching and learning practices by providing personalised experiences and enhancing engagement. However, it also raises concerns regarding technology infrastructure and ethical considerations. This study investigates the integration of AI in secondary religious studies in Lesotho, focusing on teachers' perspectives. Semi-structured interviews were conducted with 20 secondary religious studies teachers in Lesotho using an interpretive paradigm and qualitative approach. Thematic analysis identified patterns and themes within the data, revealing that teachers perceive AI as improving teaching efficiency and student learning outcomes. However, concerns about access, ethical use, and pedagogical implications remain significant. Recommendations include policy initiatives, infrastructure improvements, and targeted teacher training programs. This study provides insights into the adoption of AI in educational contexts, highlighting the benefits and challenges specific to Lesotho's secondary religious studies curriculum. |
| format | Article |
| id | doaj-art-baa6c59b8af04d13beeb47ac55a61cd8 |
| institution | OA Journals |
| issn | 2666-3740 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj-art-baa6c59b8af04d13beeb47ac55a61cd82025-08-20T02:14:54ZengElsevierInternational Journal of Educational Research Open2666-37402025-06-01810041710.1016/j.ijedro.2024.100417Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptionsLehlohonolo Kurata0Musa Adekunle Ayanwale1Rethabile Rosemary Molefi2Tajudeen Sanni3Department of Languages and Social Education, National University of Lesotho, LesothoDepartment of Mathematics, Science and Technology Education, University of Johannesburg, South Africa; Corresponding author.Department of Languages and Social Education, National University of Lesotho, LesothoDepartment of Law, Faculty of Shariah and Law, Villa College, Male, MaldivesArtificial intelligence (AI) integration in education is expanding globally due to machine learning and big data advancements. AI has the potential to revolutionize teaching and learning practices by providing personalised experiences and enhancing engagement. However, it also raises concerns regarding technology infrastructure and ethical considerations. This study investigates the integration of AI in secondary religious studies in Lesotho, focusing on teachers' perspectives. Semi-structured interviews were conducted with 20 secondary religious studies teachers in Lesotho using an interpretive paradigm and qualitative approach. Thematic analysis identified patterns and themes within the data, revealing that teachers perceive AI as improving teaching efficiency and student learning outcomes. However, concerns about access, ethical use, and pedagogical implications remain significant. Recommendations include policy initiatives, infrastructure improvements, and targeted teacher training programs. This study provides insights into the adoption of AI in educational contexts, highlighting the benefits and challenges specific to Lesotho's secondary religious studies curriculum.http://www.sciencedirect.com/science/article/pii/S2666374024000992Artificial intelligenceReligious studiesSecondary educationTeachers’ perceptionsLesotho |
| spellingShingle | Lehlohonolo Kurata Musa Adekunle Ayanwale Rethabile Rosemary Molefi Tajudeen Sanni Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions International Journal of Educational Research Open Artificial intelligence Religious studies Secondary education Teachers’ perceptions Lesotho |
| title | Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions |
| title_full | Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions |
| title_fullStr | Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions |
| title_full_unstemmed | Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions |
| title_short | Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions |
| title_sort | teaching religious studies with artificial intelligence a qualitative analysis of lesotho secondary schools teachers perceptions |
| topic | Artificial intelligence Religious studies Secondary education Teachers’ perceptions Lesotho |
| url | http://www.sciencedirect.com/science/article/pii/S2666374024000992 |
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